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Improving quality of pedagogical practices in English as a language of learning instruction

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dc.contributor.advisor Ntshoe, I.M.
dc.contributor.author Manditereza, Blandina
dc.contributor.other Central University of Technology, Free State. Faculty of Humanities
dc.date.accessioned 2014-10-19T14:50:20Z
dc.date.available 2014-10-19T14:50:20Z
dc.date.issued 2013
dc.identifier.uri http://hdl.handle.net/11462/211
dc.description Thesis (M. Tech. (Education)) -- Central University of Technology, Free state, 2013 en_US
dc.description.abstract This study investigates current pedagogical practices in teaching in English as a language of learning and instruction. The study seeks to examine whether current teachers are in need of re-training or whether they possess relevant content pedagogical knowledge to use English as a medium of instruction. At present, the Governing Bodies of schools have the authority to choose the language of learning and instruction according to the provisions of the Constitution.The language chosen as the medium is critical since it assumes the role of mediator between text and learner, and teacher and learner. The research uses the interpretive paradigm and in particular engages (Vygotsky 1978) and Chomsky (1986) as theorists of language acquisition who write from a constructivist perspective. Methods of data collection are drawn largely from the qualitative methods and to a lesser extent from quantitative methods. Instruments for data collection included questionnaires, interviews and lesson observations. The research study focuses on foundation phase teachers and learners in four purposefully selected schools, comprising former Model C and public township primary schools. The findings of the study suggest that learners, especially from township schools, find it difficult to learn in English as a medium of instruction probably because of limited exposure to English in both the school and home environment. On the contrary, learners from former Model C schools seem to be at an advantage because they use English in all spheres of school life, in and out of the class, resulting in more exposure and repetition. The findings seem to indicate that teachers‘ limited proficiency in English negatively affects quality of pedagogical practises in the language of learning and instruction. Lesson observations support findings that teachers‘ limited proficiency do affect education. This study further suggests that most non-native English teachers are inadequately prepared to use English as the medium of instruction. This inadequacy consequently results in some teachers failing to meet the language-related needs of learners due to their limited proficiency in the language of learning. This point is demonstrated by evidence from the observed lessons, recorded interviews and reviewed literature. The study further reveals that most teachers have difficulties with pronunciations, terms and vocabulary appropriate for grade two learners in this instance. Additionally, four factors affecting pedagogic practises were reflected in the study. These were class inequalities, different distribution of knowledge, differences in access to knowledge and social class differences. These factors were experienced through different pedagogic practices employed by different participants. en_US
dc.format.extent 1 612 603 bytes
dc.format.mimetype application/pdf
dc.language.iso en_US en_US
dc.publisher Bloemfontein : Central University of Technology, Free State
dc.subject Central University of Technology, Free State - Dissertations en_US
dc.subject English language - Study and teaching (Primary) - Foreign speakers en_US
dc.subject Language and education en_US
dc.subject Native language and education - Study and teaching - South Africa en_US
dc.subject Language and languages - Study and teaching - South Africa en_US
dc.subject Second language acquisition en_US
dc.subject Dissertations, Academic - South Africa - Bloemfontein en_US
dc.title Improving quality of pedagogical practices in English as a language of learning instruction en_US
dc.type Thesis en_US
dc.rights.holder Central University of Technology, Free State


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