advisor Dr. R.E. Swart author Scott, McGill 2012-08-13T13:28:11Z 2012-08-13T13:28:11Z 2012-08-13 1997 M.Ed. This study aimed at providing the reader with a detailed description of the experiential process an English second language grade seven class and their teacher underwent in using concept maps as a tool for thinking and also meaningful teaching/learning and assessment. Outcomes based education, with its constructivist roots, hopes to shift the focus in education from a more traditional emphasis on rote learning, to what has been termed meaningful learning. Within this paradigm, greater emphasis is placed on problem solving and thinking skills on an individual and a group level. Concept mapping, as one tool for developing meaningful learning, was discussed against a theoretical background of social constructivism, particularly from a Vygotskian perspective. Vygotsky highlighted the role of culturally based group knowledge and skills, and the mediation thereof, to the individual within discourse communities. A classroom is considered to be one kind of discourse community and so a qualitative, exploratory and descriptive case study was conducted within the bounded context of a grade seven class. Interviews, observation and analysis of concept maps provided the data from the learners on their experience. The data from the teacher was acquired by observation, interview and a teacher's journal. Raw data was reduced and analyzed by coding, categorizing and dendrogramming in order to obtain the themes which were presented on a table. The thematic discussion involved integrating the respondents' lived experience with the relevant literature. Triangulation of the data and the provision of a clear audit trail for the reader to follow, assured objectivity. This study found concept mapping to be a valuable tool for promoting meaningful learning in English second language learners - both on a group and an individual level. A detailed discussion of the learners' experience, from various aspects, was presented. Certain unexpected difficulties, possibly arising from the fact that English is a second language for the learners, were experienced. These are discussed in detail as are the means of addressing them. A presentation of advantages and difficulties from the teacher's perspective was also made. In the final chapter, recommendations for the implementation of concept maps to English second language learners were made, as well as suggestions for general organization. Ideas for introducing teachers, more familiar with traditional teaching methods, to the tenets of constructivism and to concept mapping were presented. en Concept learning English language - Study and teaching - Foreign speakers English language - Study and teaching (Elementary) - Foreign speakers Concept mapping in a seventh grade class : observations and perceptions. Mini-Dissertation