"Old paradigm" Language proficiency tests as predictors of long-term academic achievement

Raphael Gamaroff

Abstract


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 different 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 LI and L2 is eschewed in favour of "multicultural settings".

In Dikteertoets, Inclozetoets en 'n foutherkenningstoets is aan ‘n groep graad 7-leerlinge van die Mbabatho Hoerskool gegee. Hierdie leerlinge is van verskillende taal- en kultuuragtergronde; bykans die helfte van hulle is afkomstig van die eertydse DOO-skole. Hierdie toetse is gevolglik ontleed as moontlike 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 voormalige DOO-skole nie so goed gevaar het in 'n skool wat gebruik maak van 'n leerplan van die Gesamentlike Matrikulasieraad of ekwivalent daarvan nie. Dit hou implikasies in vir die huidige opvoedingsbeleid waar die onderskeid tussen T1 en T2 ter syde gestel word ten gunste van "multikulturele omgewings".


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DOI: https://doi.org/10.5785/13-2-185

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ISSN 2224-0012 (online); ISSN 0259-2312 (print)

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