scholarly journals Language of learning and teaching in South Africa and India: A comparative study

Author(s):  
V. Santhakumar ◽  
◽  
Charl C. Wolhuter ◽  
Author(s):  
Pieter Gerhardus Du Toit

This constribution addresses the issue of adverse publicity orders as a possible supplementary sentencing option for corporate offenders. In South Africa the fine is the primary sentencing option available to courts when imposing sentences on juristic persons. Fines, however, do not adequately serve the purposes of corporate sentencing. Publicity orders require the publication of an offender's conviction, sentence and the details of the offence to individulas or a group of persons (such as shareholders). An adverse publication order damages the corporate offender's reputation - a valuable asset to a corporate entity. It therefore serves the purposes of corporate deterrence. In this contribution criticim is levelled against the fine as primary sentencing option for juristic persons, the notion of corporate reputation is considered from a social and a legal perspective; a functional comparative study of adverse publication orders is presented and recommendations are made regarding the content of effective publicity orders.


2021 ◽  
Vol 7 (4) ◽  
pp. 637-6478
Author(s):  
Ailwei Solomon ◽  
Sizwe Blessing

<p style="text-align: justify;">The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.</p>


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