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Teaching English as a second language in Grade 3 rural schools
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_ | 1867613542889291776 |
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| access_status_str | Open Access |
| author2 | Omidire, Margaret Funke |
| author_browse | Omidire, Margaret Funke |
| author_facet | Omidire, Margaret Funke |
| collection | Thesis |
| dc_rights_str_mv | © 2015 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:2263/45892 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:48.825Z |
| 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:2263/45892 Teaching English as a second language in Grade 3 rural schools Omidire, Margaret Funke Ebersohn, L. (Liesel) Konza, Deslea Leask, Marisa C. UCTD Second language acquisition Instructional practice Foundation phase Grade 3 English Rural Dissertation (MEd)--University of Pretoria, 2014. This study aimed to describe the nature of teaching English as a second language in Grade 3 to inform language instruction. Pragmatism guided the study with Differentiated Instruction as the theoretical framework. A comparative case study, based on an embedded mixed method design, was used to observe three teachers in two remote primary schools. Qualitative data included non-participative classroom observations, face-to-face semi-structured interviews, and selected documents. Supportive quantitative data was collected by means of the Classroom Observation Schedule-Revised (CLOS-R) to determine the effective literacy instructional practices applied. Thematic analysis was guided by a-priori codes of effective teaching practices of English as a second language for academic purposes. Findings provide evidence-based descriptions of foundation phase teachers’ teaching of an additional language in two rural schools. They indicate that teachers managed the behaviour of learners and provide a predictable routine. However, the classroom was not used as a resource to promote literacy development through the physical arrangement or by creating opportunities for social interaction. Instructional practice did not appear purposeful and teachers lacked awareness of the learners’ needs. The teachers did not seem to have sufficient training or experience to teach English to Grade 3 learners. Their low level of English proficiency combined with a lack of resources to support language enrichment made it difficult for them to meet the learning challenges faced by rural learners. Language instruction seemed to focus on structure, compromising the development of the independent academic language skills needed to make the transition in Grade 4 to English as the Language of Learning and Teaching. They were thus unable to fully fulfil their role as a knowledge specialist and a learner expert. The results of this study are similar to findings in the literature (Fleisch, 2008). tm2015 Educational Psychology MEd Unrestricted 2015-07-02T11:05:52Z 2015-07-02T11:05:52Z 2015/04/29 2014 Dissertation Leask, MC 2014, Teaching English as a second language in Grade 3 rural schools, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/45892> A2015 http://hdl.handle.net/2263/45892 en © 2015 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 | UCTD Second language acquisition Instructional practice Foundation phase Grade 3 English Rural Teaching English as a second language in Grade 3 rural schools |
| title | Teaching English as a second language in Grade 3 rural schools |
| title_full | Teaching English as a second language in Grade 3 rural schools |
| title_fullStr | Teaching English as a second language in Grade 3 rural schools |
| title_full_unstemmed | Teaching English as a second language in Grade 3 rural schools |
| title_short | Teaching English as a second language in Grade 3 rural schools |
| title_sort | teaching english as a second language in grade 3 rural schools |
| topic | UCTD Second language acquisition Instructional practice Foundation phase Grade 3 English Rural |
| url | http://hdl.handle.net/2263/45892 |