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In a previous Afrikaans article, "Die konteks van die Koninklike Toonkuns-akademie in München en sy Suid-Afrikaans gebore studente, 1902-1909: Mabel Wuesto, Vera de Villiers, Daisy Bosman en Irma Lohner" (translated: "The context of the Royal Academy of Music in Munich and its South African born students, 1902-1909: Mabel Wuesto, Vera de Villiers, Daisy Bosman and Irma Lohner"), an inquiry was undertaken into the possibility of the presence of South African born music students at the Royal Academy of Music in Munich, a very prominent city of music. The article covered the period 1902-1909. The point of departure for this article was the concept place. Keywords related to this concept are context, milieu, landscape, city scape and space. A possible "thick description" was attempted in order to place the four students within the context in which they operated in Munich. The first aim of the present article, an extension of the first article, was to determine whether there were any South African born students who studied at the Königliche Musikschule (1874) and its successor, the Königliche Akademie der Tonkunst (1892), during the 25 years between 1874 and 1899, that is the period preceding the era of the four students mentioned in the former article. Secondly, these students had to be situated in the context of the development of the institutions. The most important sources are the annual year books which appeared every year and are available in the Bavarian State Library and the archive of the Hochschule für Musik und Theater in Munich. But for this period (in contrast to the period 1902-9) no personal documents are available, that is individual student reports from which much information, like date of birth, origin, teachers and subjects taken, can be deduced. A thorough "thick description" is therefore limited. I had to rely on the information in the yearbooks and on other sources about music in Munich. The present article, thus, cannot tell us as much as the previous article about the students of the Music School and the Academy of Music. Surprisingly few South Africans were found, and four reasons can be identified: The personality of Franz Hauser (1794-1870), who was the first head of the original Conservatorium (1846-64), often created ill feeling. This information possibly reached prospective students from abroad. The Conservatorium and its successors can be regarded as having been (too) conservative. Female and male students had to use separate entrances and stairs. Rheinberger, the famous teacher of composition, was, for example, attached to the institution for 40 years. The third reason is the established status of, amongst others, the Conservatorium (1843) in Leipzig and the Stern Conservatorium (1850) in Berlin. Fourth, the high costs were a major factor for any student coming from South Africa. Five persons are discussed in the article. Hugo Lentz was born in Keiskammahoek and studied acting between 1881 and 1882. It is clear from reports that his main lecturer, the experienced court actor Prof Heinrich Richter, was an exceptionally gifted teacher. There were eight male and ten female students in the class and Lentz was one of only three male students who gained roles in Iffland's Die Hagestolzen. Born in Philippolis, Florence Fraser had apparently arrived in Munich when she was only 16 years old to study singing privately. She was about 18 years old when she started studying the piano at the Music School in 1886 where she stayed for one year. She later became well known as a singer in South Africa. Violet Whiteford, born at Fort Beaufort, studied singing between 1893 and 1894 after the Royal Music School had changed its name to the Royal Academy of Music. During the course of her studies, she could hear her teacher, Anna Schimon-Regan, in concerts, as well as some of her more advanced fellow Schimon-Regan singing colleagues. Jeannie Muller from Graaff Reinet was a student of Bernhard Günzburger. She enrolled in September 1895, stayed for a year and heard a variety of songs and arias at concerts sung by Günzburger's best students. The birth place of Johanna Singenberger is indicated as "St. Francis", which is most likely the South African St. Francis Bay or Cape St. Francis. Singerberger studied the violin and piano between 1896 and 1898. If the standard of her violin playing was such that she could join the Academy's orchestra (which is unfortunately impossible to determine) she would have been able to participate in a variety of works by famous composers, other composers popular at the time but not in the present time, teachers of the Academy, and fellow students. Her piano teacher was Berthold Kellermann, between 1873 and 1878 a Liszt pupil, and also a teacher of Wagner's children. The Music School and the Music Academy often honoured famous musicians attached to the institution or the city. So, for example, half of a concert was dedicated on 16 March 1894 to Hans von Bülow (1830-94) who was the Director of the Music School between 1867 and 1869. On 15 June 1894 the 300th anniversary of the death of Orlando di Lasso, who was attached to the Munich court between 1557 and 1594, was commemorated in a concert. Research is now needed on the ensuing lives of these persons in order to determine how they conveyed to their communities the extensive impressions and experience they gathered in the context of the "place" Munich. [ABSTRACT FROM AUTHOR]

International research on education shows that educators are continuously undergoing extreme pressure in their work environments. The experience of this pressure combined with external demands (stressors), such as parental expectations and socio-economic challenges, pose a direct threat to their holistic wellness as well as that of the school as organisation. Continuous exposure to extensive demands can eventually lead to emotional illnesses such as burnout and depression. Emotional wellbeing encompasses mental health, emotional intelligence, development of relationships as well as the social development of people, and is an important dimension of an individual's wellness. Concern about educators' wellness, and more specifically their emotional wellbeing, stems from the fact that teachers are the providers and facilitators of wellness to school children. Thus, when educators' wellness is at risk it also threatens the wellness of the learners and the school as an organisation. A variety of national and international studies have shed light on the causes of stress and emotional illness amongst educators. Pertinent stressors identified for South African education include curriculum changes, the implementation of new education policies, multicultural and multilingual classes, overcrowded classes and poor collaboration between educators and management. Few studies have reported on educators' understanding and experience of these stressors. This article outlines six educators' personal constructions of their emotional wellbeing. The context for the study is the Helderberg area of the Western Cape, and the participants were drawn from four of the eight high schools in the area, two of which historically were former model C-schools and two were model D-schools. The research process was directed by the qualitative, interpretative paradigm, and data were generated through individual semi-structured interviews, reflective diaries and observations. The findings confirm that the teachers are emotionally vulnerable and that their emotional wellbeing is at risk. Though clinical diagnoses did not fall within the scope of the study, specific emotions described by the participants can nevertheless be tied to emotional illnesses such as major depression and burnout. The participants exhibited certain behavioural patterns such as a decrease in productivity and work ethics, reactionary or violent behaviour, blaming of others, and paranoid-type behaviour which are associated with overwhelmingly negative emotions. The participants are of the opinion that educators' levels of emotional wellbeing may be directly related to their specific work contexts. The two dimensions of wellness influenced by the participants' low levels of emotional wellbeing are the physical and social dimensions. They attributed the neglect of their physical wellbeing to the limited time that educators have to live healthy lives and to plan and follow healthy diets. Their lack of physical exercise and unbalanced diets were contributing to chronic illnesses such as diarrhoea, that some of them periodically suffer from. These educators furthermore reported the negative impact that their low emotional state has on their family life. From the data it would seem that the frustration that educators are experiencing in the work place finds its way into the private family space. Even those who did not offload their frustations at home, reported that their relationships with their spouses, families and friends had become strained. The participants all attributed their low levels of social wellbeing and relationship problems with family and friends to their unhappiness in the work place. The findings underline the importance of healthy work conditions that could promote educators' emotional wellbeing and benefit educational outcomes. [ABSTRACT FROM AUTHOR]

Results of the Annual National Assessment tests indicate that only 28% of all learners in South Africa performed at an internationallly acceptable level. The situation is compounded by Xhosa parents exercising their democratic right by enrolling their children in English or Afrikaans medium schools. The purpose of this study was to develop a literacy intervention programme to improve the vocabulary and reading comprehension of isiXhosa mother tongue speakers in grade 4 to 6 Afrikaans classes. Secondly, the study aimed to determine whether the implementation of the literacy intervention programme will lead to the improvement of the vocabulary and reading comprehension of isiXhosa learners. The research methods employed were a literature review supported by an empirical investigation that included pre- and post-tests with learners and interviews with educators. A mixed method research design was used. The theoretical basis of the study is Piaget's theory of cognitive development as well as Vygotsky's social interactive language acquisition theory. Three theories of second language acquisition were explored. They are the communicative approach, shared reading and the schema-theory. Research has been conducted at a previously disenfranchised primary school in Stellenbosch. Twenty isiXhosa mother tongue speakers in grades 4 to 6 Afrikaans classes at this school took part in the study. Second language acquisition is multifaceted and draws from a number of disciplines (Eisenchlas 2009). Large numbers of learners from lower-income homes experience delays in vocabulary and reading comprehension (Pollard-Durodola, Gonzalez, Simmons, Kwok, Taylor & Davis 2011). Emotional experiences in the classroom determine how motivated learners will be to participate in the learning process. It is therefore essential that educators assist learners to develop self confidence (Linnenbrink & Pintrich 2000). The intervention program was conducted once a week for six months during the Afrikaans period. Skills prescribed in the home language curriculum were included in the intervention program. They are (i) listening and speaking and (ii) reading and viewing. The results of the study indicate that the implementation of the literacy intervention programme led to the improvement of the learners' vocabulary and reading comprehension. The interviews verified the results of the standardised tests. The study concludes that some isiXhosa speaking parents choose to enroll their children at Afrikaans medium schools, because they are of the opninion that higher standards exist in these schools. They are, however, unaware of the important role that mother tongue education plays in learner achievement. Secondly, teacher training does not equip educators with the skills of language acquisition, thus they are unable to support these learners (O'Connor & Geiger; Hooijer & Fourie 2009). The study therefore recommends that educators be equipped with skills and knowledge to deal with language diversity. A second recommendation is that the value of mother tongue education be communicated to isiXhosa speaking parents in order to convince them of the value thereof. [ABSTRACT FROM AUTHOR]

When educational issues are highlighted in the South African context, it is clear many of the problems are curriculum related. A reflection on and investigation into these issues is often required as many of these issues are contextualised within a certain practice. Within each curriculum context there will be curriculum practitioners with varying levels of expertise. South Africa has gone through a number of curriculum changes over the last years, for example a completely new school curriculum with its own implementation challenges, teachers who were not properly prepared to implement these changes, little involvement of teachers who should be the key curriculum change agents and a shortage of curriculum specialists. Ira curriculum is to succeed and meet its goals, then key roleplayers, such as teachers and other curriculum specialists need to be enabled to engage critically with the curriculum. Teachers therefore need to be properly prepared with regard to curriculum studies to enable them to ask critical questions, to reflect critically on the curriculum they have to implement and to become creatively involved in curriculum development as curriculum inquirers. Barrow (1984:13) is of the opinion that it is curriculum theory which will determine and set standards for effective curriculum practices. Are teachers in South Africa able to do this as it requires high levels of theorising? Teachers as key curriculum agents, need to have a sound understanding of curriculum studies and the question arises as to who is responsible to provide opportunities to achieve this goal? In this regard, teacher training institutions have a most important role to play. What is meant by a South African curriculum studies? What is the current state of curriculum studies as an independent study field in faculties of education at South African universities? How has the field of curriculum studies developed in South Africa? To what extent is curriculum theory included in teacher training programmes? To what extent are teachers exposed to and trained in curriculum theory? Is curriculum studies an independent field of study in its own right within teacher training programmes at faculties of education at South African universities. This article reports on an investigation which was done to find answers to some of these questions and to try and get a view of what the state of curriculum studies is in teachers training programmes in faculties of education at South African universities. Curriculum studies is afield of study in its own right which investigates the phenomenon of curriculum so that the curriculum can be optimally developed and implemented. It is a well-established research fieldI which needs to be continually investigated in order to understand curriculum better. Very little research has been done in South Africa on curriculum theory and how it is accommodated in teacher training programmes at South African universities. Curriculum studies is often seen as a very broad and complex field and it is difficult to encapsulate its meaning in one definition. It is afield of studies in its own right as it has its own set of theoretical constructs and pr.inciples which guide it, based on a sound curriculum knowledge and appropriate competences.2 Curriculum studies continually generates new knowledge as it is a dynamic field of study. It has its own theoreticians andpractitioners, a fact which ensures that it qualifies as an independent field of study in its own right (See Oliva 1988:17-18; Kelly 2009:6). Ornstein and Hunkins (2009:31-177) describe certain foundations which justify curriculum studies as an independent field of study, namely philosophical (pp31-58), historical (pp 1070145) and social foundations (pp 149-177). Their viewpoint is representative of the literature of why curriculum studies is an independent field of studies, when they state ... curriculum as afield of study is crucial to the health of schools and society. ... there is no denying that curriculum affects educators, students, and other members of society. The field of curriculum is not intended to provide precise answers but to increase our understanding of its complexities. Curriculum results from social activity. Curriculum is a dynamic field,t A research project was undertaken in 2010-2011 to make an in-depth investigation into the state of curriculum studies as afield of studies in faculties of education at South African universities. Questions such as: What is meant when we talk about a South African curriculum studies? Is there such a phenomenon as a typical South African curriculum studies? How has curriculum studies developed in South Africa? To what extent is curriculum studies being practised as an independent field of studies in faculties of education where teachers are trained? What is the current nature and state of curriculum theory at faculties of education at South African universities ? To what extent are teachers enabled through teacher training programmes to Junction as true curriculum agents who are able to think critically about and conceptualise the curriculum? To answer these questions, a research project was launched, by doing a literature study, a research questionnaire and semi-structured interviews during a visit to these institutions. Results indicated that curriculum studies as afield of study does not come into its own right in most of the teacher training programmes, especially in the undergraduate programmes. There are a few exceptions, but the view that curriculum studies is the process of preparing student teachers to be able to teach their school subject, in other words, a stronger focus on the practical aspects and not curriculum theory, is prevalent. There is thus a stronger focus on the practical aspects of curriculum. The conceptualisation of curriculum studies as afield of study is present but only in the minority of faculties of education. At most of the institutions which participated in this reseach project little curriculum theory is done at an in-depth level. There is also no evidence that there is a unique South African curriculum studies as the views and practiees are too diverse and fragmented. Aspects of curriculum studies are presented, for example, as separate themes within modules, sometimes as separate modules (mostly as the teaching of a school subject) and in a few cases, as separate programmes at Masters level It is recommended that a national discourse be promoted to enable all roleplayers to participate in the debate om how curriculum studies can be developed more extensively. Faculties of education should collaborate in creating opportunities which may contribute towards enhancing the field of curriculum studies, e.g. through the formation of a national forum. Curriculum studies and the issue of curriculum theory should be core components of all teacher training programmes so that all teachers are empowered in the field of curriculum studies. It is clear that a great amount of developmental work still has to be done to enhance the field of curriculum studies and to sensitise all involved in teacher training of the importance of being knowledgeable and competent in the field of curriculum studies. [ABSTRACT FROM AUTHOR]

This article deals with the advantages of mother-tongue education at all levels of formal training. It departs from the point of view that the medium of formal instruction can be a facilitator or a barrier to educational development and, later, to one's basic rights and privileges as well as political and economic participation. Accepting that the concept of mother-tongue instruction has problematic dimensions, educational and non-educational arguments are presented in support of mother tongue instruction, followed by a brief overview of empirical research that demonstrates its fundamental role in education. The article concludes with a list of obstacles that need to be addressed if the principle of mother-tongue instruction is to be effectively marketed to educational decision-makers. [ABSTRACT FROM AUTHOR]