Speaker
Description
South Africa is in a literacy crisis, with learners not progressing in school because they are being taught in a second language when they are not functionally literate in their first language. Fewer than 10% of South Africans have English as a home language, but 90% of learners are being taught in English. Many South African schools are under resourced and are not able to give learners the support they need. An e-dictionary has been designed to combat literacy amongst primary school learners. This dictionary contains audio for the pronunciation of the headword, meaning, and examples; hyperlinks connect semantically related entries; full colour illustrations illustrate every sense of every word; and home language translation equivalents of the headword are presented at each sense. These are some of the features that provide extra support for learners learning in their second language. In terms of the medium on which to supply an e-dictionary to learners, there are three options: an online dictionary accessible to anyone with a device and internet access; an app that is accessible to anyone with a smart phone or tablet; and a dedicated dictionary device that does not require electricity or access to the internet. Many people suggest that since almost all adults are in possession of a smart phone, an app would be the most obvious solution. This paper shows that for South African primary school learners living under the circumstances described above, a dedicated dictionary device is the better option. This conclusion is based on research that has been done in under resourced primary schools in three provinces in South Africa. This research comprised of classroom observations of Grade 5 and 6 learners using a model dictionary on a stand-in device; focus group discussions with learners who had been using these devices; interviews with class and language teachers; and interviews with South African literacy experts. The reasons given for the preference for a device over an app include firstly, that it minimises distractions typically associated with smart phones and tablets, such as a camera and other apps. The device would need to be cost-effective, addressing the financial constraints faced by most South African schools, and it would need to be more robust than smart phones and tablets, to ensure durability in diverse and often challenging environments. These reasons were echoed by learners, teachers, and literacy experts. The paper will present the results of the research and show why a dedicated dictionary device is more suitable than an app for primary school learners.
