Teaching English home language to foundation phase learners from diverse backgrounds

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH South African Journal of Childhood Education Pub Date : 2022-10-27 DOI:10.4102/sajce.v12i1.1027
Zanele Mtshali, Nontokozo Mashiya
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引用次数: 1

Abstract

Background: Teaching English as home language (EHL) could be a complicated process in a country like South Africa, where there are eleven official languages operating in a multicultural society. This requires capacitating teachers with appropriate and relevant strategies to strengthen their teaching, especially in the foundation phase.Aim: This paper examines the appropriateness and relevance of the extant strategies for teaching EHL comprehension skills to foundation phase learners from diverse language backgrounds.Setting: This study was conducted in King Cetshwayo District, KwaZulu-Natal, South Africa.Methods: This was a qualitative case study involving four purposively selected grade one teachers in one urban primary in South Africa. Data were gathered through in-depth interviews, field observations and document analysis. Content analysis was used to analyse the data.Results: The two main findings were that (a) the teaching of EHL comprehensions skills lacked the appropriate strategies, and (b) the teachers faced several challenges – including operating under an unclear policy framework, the paucity of strategies in phonological awareness, and the lack of appropriate reflection images to which the learners could be exposed to improve their skills.Conclusion: The study concludes that adequate and regular professional teacher development programmes and activities are needed to enable teachers to do their work more effectively.Contribution: By closely and systematically examining the strategies used by teachers who were non-native English speakers, to teach EHL to leaners who were also non-native English speakers, this study has made important contributions to both attendant theory and classroom practice.
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为不同背景的基础阶段学习者教授英语
背景:在南非这样一个多元文化社会中有11种官方语言的国家,将英语作为母语(EHL)教学可能是一个复杂的过程。这就要求教师具备适当和相关的策略来加强他们的教学,特别是在基础阶段。目的:本文探讨了现有教学法对不同语言背景的基础阶段学习者的适用性和相关性。环境:本研究在南非夸祖鲁-纳塔尔省的King Cetshwayo区进行。方法:本研究为定性个案研究,对象为南非一所城市小学的四名一年级教师。通过深入访谈、实地观察和文件分析收集数据。采用内容分析法对数据进行分析。结果:本研究的两个主要发现是:(a) EHL理解技能的教学缺乏适当的策略;(b)教师面临着一些挑战,包括在不明确的政策框架下操作,缺乏语音意识策略,以及缺乏适当的反思图像,学习者可以接触到这些图像来提高他们的技能。结论:本研究的结论是,需要适当和定期的专业教师发展计划和活动,以使教师更有效地开展工作。贡献:通过密切和系统地研究非英语为母语的教师向非英语为母语的学习者教授EHL的策略,本研究对伴随理论和课堂实践都做出了重要贡献。
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来源期刊
South African Journal of Childhood Education
South African Journal of Childhood Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.90
自引率
11.10%
发文量
50
审稿时长
25 weeks
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