Old paradigm" Language proficiency tests as predictors of long-term academic achievement (original) (raw)
A dictation test, a cloze test and an error recognition test were given to a group of Grade 7 pupils at Mmabatho High School from diffirent linguistic and cultural backgrounds, about half of whom had originated from former DET schools. These tests were subsequently examined~ possible predictors of long-term academic achievement. The best predictor was the dictation test, followed by the error recognition test. The cloze test was not a strong predictor of academic potential of long-term success. The research also showed that many learners from former DET schools did not perform well in a school that uses a Joint Matriculation Board syllabus or its equivalent. This has implications for current policy in education where the distinction between LJ and L2 is eschewed in favour of"multicultural settings". 'n Dikteertoets, 'n clozetoets en 'nfoutherkenningstoets is aan 'n groep graad 7-leer/inge van die Mbabatho Hoerskool gegee. Hierdie leerlinge is van verskillende taal-en kultuuragtergronde; bykans die helfte van hulle is ajkomstig van die eertydse DOO-skole. Hierdie toetse is gevolglik ontleed as moont/ike aanduiers van langtermyn-prestasie. Die beste aanduier was die dikteertoets, met die foutherkenningstoets in die tweede plek Die clozetoets was nie 'n sterk aanduier van akademiese vermoe oflangtermyn-sukses nie. Die navorsing het verder getoon dat baie leerders van voorma/ige DOO-skole nie so goed gevaar het in 'n skool wat gebruik maak van 'n leerplan van die Gesament/ike Matrikulasieraad of ekwivalent daarvan nie. Dit hou implikasies in vir die huidige opvoedingsbe/eid waar die onderskeid tussen Tl en T2 fer syde gestel word ten gunste van "multikulturele omgewings".
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