Grade four teachers’ experiences on using English as a medium of instruction: case study of two primary schools in Mdantsane Township
- Authors: Ngozi, Moyisi Victor
- Date: 2022-10
- Subjects: English language -- Study and teaching , English language -- Study and teaching (Elementary)|
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26064 , vital:64787
- Description: Learners in South African schools are reportedly struggling with literacy when they reach grade four (PIRLS, 2016). This is attributed to instructional language transition between grades three and four that is underpinned by Language in Education policy (LiEP), whic9h enforces language transition from mother tongue instruction to English medium of instruction. Hence, the study focused on the grade four teachers’ experiences on using English as medium of instruction. The study used a qualitative research approach and adopted the interpretivism paradigm as well as a case study research design. A small target sample of the study included 15 participants sampled in two primary schools of Mdantsane Township in the Eastern Cape Province. Participants who are grade four teachers’, one of which is Head of the department (HOD) were selected through a purposive sampling technique. Semi-structured interviews and observations were used as methods of collecting data. The data were analysed through a thematic approach according to the themes taken from the sub research questions that were formulated to guide the study The study found that the learners’ transition from to grade four is a multifaceted one and presented teachers with a burden of having to deal with second language instructional issues among learners. There are no clearly defined guidelines to facilitate smooth language transition from grade three and four. There is lack of teacher involvement on language policy development and implementation. Furthermore, there are misconceptions regarding the use of code switching as a method of teaching and learning. The study recommended that the language transtion from mother tongue instruction to English medium of instruction should be separated from the multifaceted phase transition. Learners should be introduced to English medium of instruction earlier than grade four. The department should establish guidelines to manage the transition. The departmental approach to language policy development should take into consideration the views of teachers. The department should regularly organise sufficient teacher workshops aimed at addressing teachers’ second language instructional ability issues. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-10
- Authors: Ngozi, Moyisi Victor
- Date: 2022-10
- Subjects: English language -- Study and teaching , English language -- Study and teaching (Elementary)|
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26064 , vital:64787
- Description: Learners in South African schools are reportedly struggling with literacy when they reach grade four (PIRLS, 2016). This is attributed to instructional language transition between grades three and four that is underpinned by Language in Education policy (LiEP), whic9h enforces language transition from mother tongue instruction to English medium of instruction. Hence, the study focused on the grade four teachers’ experiences on using English as medium of instruction. The study used a qualitative research approach and adopted the interpretivism paradigm as well as a case study research design. A small target sample of the study included 15 participants sampled in two primary schools of Mdantsane Township in the Eastern Cape Province. Participants who are grade four teachers’, one of which is Head of the department (HOD) were selected through a purposive sampling technique. Semi-structured interviews and observations were used as methods of collecting data. The data were analysed through a thematic approach according to the themes taken from the sub research questions that were formulated to guide the study The study found that the learners’ transition from to grade four is a multifaceted one and presented teachers with a burden of having to deal with second language instructional issues among learners. There are no clearly defined guidelines to facilitate smooth language transition from grade three and four. There is lack of teacher involvement on language policy development and implementation. Furthermore, there are misconceptions regarding the use of code switching as a method of teaching and learning. The study recommended that the language transtion from mother tongue instruction to English medium of instruction should be separated from the multifaceted phase transition. Learners should be introduced to English medium of instruction earlier than grade four. The department should establish guidelines to manage the transition. The departmental approach to language policy development should take into consideration the views of teachers. The department should regularly organise sufficient teacher workshops aimed at addressing teachers’ second language instructional ability issues. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-10
Factors contributing to the speaking of English in Grade 4 literacy: Case studies of two schools in Chris Hani West District
- Authors: Kleinbooi, Cingile
- Date: 2022-09
- Subjects: English language -- Study and teaching , Language and languages -- Study and teaching , English teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26018 , vital:64781
- Description: The teachers and the learners have difficulties using English as a medium of instruction. In the classroom lessons, IsiXhosa dominated natural dialogues across everybody in the class. There was minimal use of English. The findings revealed that some teachers and learners struggle to speak fluently in English as their second language. This led to mother tongue usage in many grade 4 classes that is isiXhosa. This triggered the researcher to embark on this study since both teachers and learners lack the motivation to speak English. This is because most teachers are not qualified. They are allowed to teach without the teaching qualifications due to a shortage of teaching staff and over-grounded learners. In this view, code-switching is one of the dominant factors in helping learners understand English instructions better. The study adopted a qualitative research approach. The interviews for the teachers, focus groups for the learners, and document analysis were used to collect data, whereby the purposive sampling technique was used to identify the participants. A case study approach was also adopted as the data was collected from schools. The inductive analysis was adopted for data analysis. The constructivism paradigm was also adopted since it uses the experiences of humans in their settings or circumstances. Classroom observations were also used to get in-depth information on the ground. The study recommends an extensive evaluation and review of the Language policy of South Africa to measure the effectiveness of English as a medium of instruction in public schools. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-09
- Authors: Kleinbooi, Cingile
- Date: 2022-09
- Subjects: English language -- Study and teaching , Language and languages -- Study and teaching , English teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26018 , vital:64781
- Description: The teachers and the learners have difficulties using English as a medium of instruction. In the classroom lessons, IsiXhosa dominated natural dialogues across everybody in the class. There was minimal use of English. The findings revealed that some teachers and learners struggle to speak fluently in English as their second language. This led to mother tongue usage in many grade 4 classes that is isiXhosa. This triggered the researcher to embark on this study since both teachers and learners lack the motivation to speak English. This is because most teachers are not qualified. They are allowed to teach without the teaching qualifications due to a shortage of teaching staff and over-grounded learners. In this view, code-switching is one of the dominant factors in helping learners understand English instructions better. The study adopted a qualitative research approach. The interviews for the teachers, focus groups for the learners, and document analysis were used to collect data, whereby the purposive sampling technique was used to identify the participants. A case study approach was also adopted as the data was collected from schools. The inductive analysis was adopted for data analysis. The constructivism paradigm was also adopted since it uses the experiences of humans in their settings or circumstances. Classroom observations were also used to get in-depth information on the ground. The study recommends an extensive evaluation and review of the Language policy of South Africa to measure the effectiveness of English as a medium of instruction in public schools. , Thesis (MEd) -- Faculty of Education, 2022
- Full Text:
- Date Issued: 2022-09
Educators and learners perceptions on english first additional language speakers use of english as medium of instruction
- Authors: Nqoma, Lungiswa
- Date: 2015
- Subjects: English language -- Study and teaching , English language
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24934 , vital:63678
- Description: This study investigates Educators‟ and learners‟ perceptions on English first additional language speakers‟ use of English as medium of instruction in two primary schools in the East London District. The study made use of a qualitative research method which includes interviews, observation and document analysis (learners‟ books). The uncovered data is analyzed against the background of the socio-economic and historical factors that led to this medium of instruction using content analysis (CA). After the apartheid regime in 1994 and the formation of a new government in 1996, the South African Constitution declared 11 languages in an attempt to encourage multilingualism in the country with each province having its provincial language policy. In the Eastern Cape where the study is conducted the language policy recognizes Xhosa, English, and Afrikaans as the official languages with English as the medium of instruction especially at the intermediate phase. The theoretical and conceptual framework for the study is provided by studies on language policy and planning, English as an international language, and Language as a mediating tool. The findings of the study indicate the crucial role that language of instruction plays in teaching and learning. However, challenges arise when the language of instruction is not the mother tongue. The study indicates dissatisfaction in the use of EMOI as a result of inadequate proficiency in the language of instruction, school environment, lack of resources; and lack of parental support. As a result of the above, some educators resorted to code switching when teaching. Hence, the study sheds light on EFAL learner‟s perspective on both comprehension and the level of educator‟s English skills and whether there is a connection between these two aspects. This resulted to conceivable methods that could be used to improve learner performance, teaching and learning methods and the efficiency of East London District support system. , Thesis (MEd) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015
- Authors: Nqoma, Lungiswa
- Date: 2015
- Subjects: English language -- Study and teaching , English language
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/24934 , vital:63678
- Description: This study investigates Educators‟ and learners‟ perceptions on English first additional language speakers‟ use of English as medium of instruction in two primary schools in the East London District. The study made use of a qualitative research method which includes interviews, observation and document analysis (learners‟ books). The uncovered data is analyzed against the background of the socio-economic and historical factors that led to this medium of instruction using content analysis (CA). After the apartheid regime in 1994 and the formation of a new government in 1996, the South African Constitution declared 11 languages in an attempt to encourage multilingualism in the country with each province having its provincial language policy. In the Eastern Cape where the study is conducted the language policy recognizes Xhosa, English, and Afrikaans as the official languages with English as the medium of instruction especially at the intermediate phase. The theoretical and conceptual framework for the study is provided by studies on language policy and planning, English as an international language, and Language as a mediating tool. The findings of the study indicate the crucial role that language of instruction plays in teaching and learning. However, challenges arise when the language of instruction is not the mother tongue. The study indicates dissatisfaction in the use of EMOI as a result of inadequate proficiency in the language of instruction, school environment, lack of resources; and lack of parental support. As a result of the above, some educators resorted to code switching when teaching. Hence, the study sheds light on EFAL learner‟s perspective on both comprehension and the level of educator‟s English skills and whether there is a connection between these two aspects. This resulted to conceivable methods that could be used to improve learner performance, teaching and learning methods and the efficiency of East London District support system. , Thesis (MEd) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015
Teachers' experiences of English as the language of teaching and learning: a case study of two primary schools in East London education district
- Authors: Mkohlwa, Tantaswa
- Date: 2015-01
- Subjects: Language and languages , English language -- Study and teaching , Primary school teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26515 , vital:65519
- Description: This study investigates teachers‘ experiences on English as the language of learning and teaching of isiXhosa learners. It critically examines the teachers‘ practices and experiences towards English as the sole language of learning and teaching LOLT at two different primary schools in Ncerha in the East London District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue isiXhosa in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method as they code-switch to their home language when teaching content subjects as well as English but learners are expected to answer the test and examination questions in English Maphalala 1988.Theoretically, this study is underpinned by the constructivist view of language learning Gaserfeld 2003 and English as an international language Sivasubramaniam, 2011. On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam 2011 p53 views language as a creative instrument of meaning which has the power to create meaning anew and afresh‘ each time that someone uses it. The study makes use of the qualitative research method with a case study design. The data collected was analysed within the framework of discourse analysis.The findings of this study suggest some instrumental motivations for the use of English as LOLT. Some of these motivations are studying abroad, business with foreign investors Abongdia, 2009 and integrative motivations as the learner might be able to communicate with people from different countries Lambert and Gardner, 1972 Baker 2006 and Abongdia 2009. , Thesis (MEd) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
- Authors: Mkohlwa, Tantaswa
- Date: 2015-01
- Subjects: Language and languages , English language -- Study and teaching , Primary school teachers
- Language: English
- Type: Master's theses , text
- Identifier: http://hdl.handle.net/10353/26515 , vital:65519
- Description: This study investigates teachers‘ experiences on English as the language of learning and teaching of isiXhosa learners. It critically examines the teachers‘ practices and experiences towards English as the sole language of learning and teaching LOLT at two different primary schools in Ncerha in the East London District in the Eastern Cape. The study is guided by the fact that most learners use their mother tongue isiXhosa in classroom as well as outside classroom contexts. Furthermore, some teachers use the translation method as they code-switch to their home language when teaching content subjects as well as English but learners are expected to answer the test and examination questions in English Maphalala 1988.Theoretically, this study is underpinned by the constructivist view of language learning Gaserfeld 2003 and English as an international language Sivasubramaniam, 2011. On the basis of the ecological and the constructivist approaches to language learning, Sivasubramaniam 2011 p53 views language as a creative instrument of meaning which has the power to create meaning anew and afresh‘ each time that someone uses it. The study makes use of the qualitative research method with a case study design. The data collected was analysed within the framework of discourse analysis.The findings of this study suggest some instrumental motivations for the use of English as LOLT. Some of these motivations are studying abroad, business with foreign investors Abongdia, 2009 and integrative motivations as the learner might be able to communicate with people from different countries Lambert and Gardner, 1972 Baker 2006 and Abongdia 2009. , Thesis (MEd) -- Faculty of Education, 2015
- Full Text:
- Date Issued: 2015-01
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