- Title
- Differentiated Instruction: A Study of English Second Language Teachers’ Awareness and Implementation in Selected High Schools in the Eastern Cape Province
- Creator
- Ndu, Onyinyechi Glory
- Subject
- English language -- Study and teaching Language and languages -- Study and teaching
- Date
- 2019
- Type
- Thesis
- Type
- Doctoral
- Type
- D Lit. (English)
- Identifier
- http://hdl.handle.net/10353/11440
- Identifier
- vital:39072
- Description
- The lack of visible academic excellence in South Africa has necessitated the search for a more in-depth approach in teaching and learning. The Department of Basic Education, school administrators and School Governing Bodies are not left out in the search for a distinct approach that would be able to assist teachers and also accommodate diverse learning abilities found in the classroom. The purpose of this study is to investigate English Second Language teachers’ awareness and implementation of differentiated instruction in selected high schools in the Eastern Cape Province, South Africa. The objectives were to find out the extent to which teachers adopt differentiated instructions in their classes: to examine teachers’ narratives about differentiated instruction and the alternative instruction teachers’ use in their classrooms. The study was anchored on the socio-cultural theory, multiple intelligence theory and learning style theory. It employed a mixed method research and triangulation, which was very beneficial for the validation of the research findings. It followed a case study exploratory design and descriptive survey design. A purposive sample of hundred and six (106) participants were used in the study. The quantitative data were analysed using tables, frequencies and percentages while the qualitative data were analysed thematically. The findings of the study revealed that ESL Grade 10 high school teachers were not aware of the term “Differentiated Instruction” even though to some extent they adopted DI approach. Teachers had mixed narratives about DI implementation and they used different alternative instructions during their lessons. The researcher recommended that teachers should be introduced to DI approach and be given more assistance, motivation, exposure and trainings in the form of conferences and seminars on proper DI implementation. Also teachers should be encouraged to continuously develop themselves academically in order to adjust to the new trend of managing the diverse learners that exist in their classes and in differentiating instruction with technology.
- Format
- 308 leaves
- Format
- Publisher
- University of Fort Hare
- Publisher
- Faculty of Social Sciences and Humanities
- Language
- English
- Rights
- University of Fort Hare
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UFH Department of English & Comparative Studies
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | ONYINYECHI GLORY NDU DISSERTATION.pdf | 1 MB | Adobe Acrobat PDF | View Details |