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A study of perceived classroom language proficiency of pre-service teachers
Dissertation (MEd)--University of Pretoria, 2014.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2015
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| _version_ | 1867613535336398848 |
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| access_status_str | Open Access |
| author2 | Dippenaar, A.J.F. (Hanlie) |
| author_browse | Dippenaar, A.J.F. (Hanlie) |
| author_facet | Dippenaar, A.J.F. (Hanlie) |
| collection | Thesis |
| dc_rights_str_mv | © 2014 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2014. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/43222 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:41.590Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2015 |
| publishDateRange | 2015 |
| publishDateSort | 2015 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/43222 A study of perceived classroom language proficiency of pre-service teachers Dippenaar, A.J.F. (Hanlie) tamrynne.peyper@fsb.co.za Evans, Rinelle Peyper, Tamrynne Jean Classroom English English additional language (EAL) English home language Language proficiency Mentor teacher UCTD Education theses SDG-04 Dissertation (MEd)--University of Pretoria, 2014. In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction they will use once they start their careers. This may be a reason why currently there is no mandatory testing of teachers‟ language proficiency. Due to social, economic and historical factors, English has become the medium of instruction at most educational institutions in South Africa, yet less than 10% of the population speak English as a home language. Consequently, an overwhelming number of learners are being taught in a language other than their home language and often by teachers not adequately prepared to teach through the medium of English. In the absence of mandatory testing and with the complex language situation in South African classrooms, this case study aimed to determine the perceptions held by pre-service teachers and their mentors regarding their English proficiency at entry to the teaching profession. This was done by answering the following research question: What is the perceived Classroom English proficiency of final year pre-service teachers prior to graduating? The conceptual framework was grounded in Uys‟s (2006) model of Classroom English proficiency and the methodology employed was quantitative in nature. Instruments used to collect data included an observation schedule completed by mentor teachers observing pre-service teachers presenting the fifth lesson of their first internship period, and a questionnaire completed by the pre-service teacher directly after the observed lesson. Both instruments were adapted from Elder‟s Classroom Language Assessment Schedule (1993, 2001), and each included 42 items related to various language proficiency variables rated on a four-point Likert scale. Data were analysed using various statistical measures comparing groups and subgroups within the sample. Key findings included a significant statistical difference between how English Home Language (EHL) pre-service teachers perceived their language proficiency and those who are English Additional Language (EAL) preservice teachers. EHL pre-service teachers perceived their Classroom English proficiency better than EAL pre-service teachers. The same trend was evident among the perceptions of mentor teachers. Pedagogical language and voice skills emerged as areas in which additional support was required by EAL pre-service teachers. Further research avenues to explore relate to the feasibility of administering refined instruments among teachers to determine not only what the perceptions would be on a national level but also to assess their Classroom English proficiency, followed by possible interventions. lk2014 Social Studies Education MEd Unrestricted 2015-01-19T12:13:11Z 2015-01-19T12:13:11Z 2014/12/12 2014 Dissertation Peyper, T 2014, A study of perceived classroom language proficiency of pre-service teachers, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/43222> M14/9/355 http://hdl.handle.net/2263/43222 en © 2014 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Classroom English English additional language (EAL) English home language Language proficiency Mentor teacher UCTD Education theses SDG-04 A study of perceived classroom language proficiency of pre-service teachers |
| title | A study of perceived classroom language proficiency of pre-service teachers |
| title_full | A study of perceived classroom language proficiency of pre-service teachers |
| title_fullStr | A study of perceived classroom language proficiency of pre-service teachers |
| title_full_unstemmed | A study of perceived classroom language proficiency of pre-service teachers |
| title_short | A study of perceived classroom language proficiency of pre-service teachers |
| title_sort | study of perceived classroom language proficiency of pre service teachers |
| topic | Classroom English English additional language (EAL) English home language Language proficiency Mentor teacher UCTD Education theses SDG-04 |
| url | http://hdl.handle.net/2263/43222 |