Differentiated Instruction: A Study of English Second Language Teachers’ Awareness and Implementation in Selected High Schools in the Eastern Cape Province
- Authors: Ndu, Onyinyechi Glory
- Date: 2019
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , D Lit. (English)
- Identifier: http://hdl.handle.net/10353/11440 , 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.
- Full Text:
- Authors: Ndu, Onyinyechi Glory
- Date: 2019
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , D Lit. (English)
- Identifier: http://hdl.handle.net/10353/11440 , 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.
- Full Text:
Strategies used by teachers to promote reading in grade 4 : a case of english first additional language learners
- Authors: Fesi, Liziwe
- Date: 2018
- Subjects: English language -- Study and teaching English language -- Rhetoric Reading -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9264 , vital:34316
- Description: The study examines strategies used by teachers to promote reading: A Case of English First Additional Language Learners. The study was located within the constructivism paradigm of reading and used a qualitative research approach that incorporated a case study research design in the collection, analysis and interpretation of the data. The data instruments used were interviews and observations. Data were analyzed using non-statistical procedures. The findings of the study revealed that reading problems are still eminent in Grade Four. It was found that the resources in schools inhibits the progress to promote reading. The educational system is underdeveloped and under resourced with respect to reading materials, and schools are in a bad state due to obsolete facilities. Inadequate infrastructure is also another challenge since most of the participants reported that classes are overcrowded; thus, limiting the space to interact with learners. It was found that primary schools have no libraries; as a result, it was difficult for the teachers to instill the culture of reading. Some participants revealed that technology can be useful to encourage reading, however, their schools have no computer centers and most teachers do not know how to use computers. It emerged from the findings that parents fail to involve themselves in their children’s education. In addition, it was found that poor socio-economic backgrounds affect many homes, and this has a negative impact on schools. Most South African parents are found to be unable to support their children at all. There are also challenges interconnected with the English First Additional Language learners, the eccentricities of the English language, the teacher training and continuing professional development of teachers, as it emerged from the findings of this study that most teachers do not understand the reading strategies, skills of teaching reading and learners lack vocabulary, hence their resistance to reading. A comprehensive model of strategies to improve reading in primary schools was developed by the researcher based on the findings of the study and an extensive literature review.
- Full Text:
- Authors: Fesi, Liziwe
- Date: 2018
- Subjects: English language -- Study and teaching English language -- Rhetoric Reading -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: http://hdl.handle.net/10353/9264 , vital:34316
- Description: The study examines strategies used by teachers to promote reading: A Case of English First Additional Language Learners. The study was located within the constructivism paradigm of reading and used a qualitative research approach that incorporated a case study research design in the collection, analysis and interpretation of the data. The data instruments used were interviews and observations. Data were analyzed using non-statistical procedures. The findings of the study revealed that reading problems are still eminent in Grade Four. It was found that the resources in schools inhibits the progress to promote reading. The educational system is underdeveloped and under resourced with respect to reading materials, and schools are in a bad state due to obsolete facilities. Inadequate infrastructure is also another challenge since most of the participants reported that classes are overcrowded; thus, limiting the space to interact with learners. It was found that primary schools have no libraries; as a result, it was difficult for the teachers to instill the culture of reading. Some participants revealed that technology can be useful to encourage reading, however, their schools have no computer centers and most teachers do not know how to use computers. It emerged from the findings that parents fail to involve themselves in their children’s education. In addition, it was found that poor socio-economic backgrounds affect many homes, and this has a negative impact on schools. Most South African parents are found to be unable to support their children at all. There are also challenges interconnected with the English First Additional Language learners, the eccentricities of the English language, the teacher training and continuing professional development of teachers, as it emerged from the findings of this study that most teachers do not understand the reading strategies, skills of teaching reading and learners lack vocabulary, hence their resistance to reading. A comprehensive model of strategies to improve reading in primary schools was developed by the researcher based on the findings of the study and an extensive literature review.
- Full Text:
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