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Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613556289044480 |
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| access_status_str | Open Access |
| author2 | Evans, Rinelle |
| author_browse | Evans, Rinelle |
| author_facet | Evans, Rinelle |
| collection | Thesis |
| dc_rights_str_mv | © 2017 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, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/62907 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:00.699Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| 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:2263/62907 Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction Evans, Rinelle sindi1985@gmail.com Sutton, Sindi Classroom communication Communicative dispositions Language of instruction Teaching traits UCTD Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 Dissertation (MEd)--University of Pretoria, 2017. Education in South Africa has experienced many changes since the dawn of democracy in 1994. The demographic composition of schools has changed dramatically as urbanisation has increased and the movement of people is no longer regulated by Apartheid laws. Classrooms now are multi-lingual and multi-cultural with learners from diverse socio-economic backgrounds. Many senior teachers at Ditlou Primary School started their teaching careers more than 20 years ago and were trained to work within an almost homogeneous school context, using their mother tongue - Afrikaans - exclusively as the medium of instruction. They are now required to teach in English. The purpose of this intrinsic case study was to describe the communicative dispositions of Afrikaans-speaking Foundation Phase teachers and to establish how the changing linguistic context of Ditlou Primary School may have influenced their communicative dispositions when teaching. This qualitative study is theoretically underpinned by McCroskey’s Model of Instructional Communication (2004) as a theoretical framework and used interpretivism as an epistemological paradigm. Data were collected through extensive field work. The instrumentation included a language-biography questionnaire, semi-structured and group interviews and a participant journal. The data collected were pooled categorised and coded (deductive and inductive). Although unique to each teacher-participant, key findings suggests that a generic communicative disposition could be sketched for Afrikaans-speaking Foundation Phase teachers at the research site. The teacher-participants agreed that they spoke at a much slower pace and that their voice pitch was higher than when they taught in their mother tongue. The volume of their speech also differed when using English for instructional purposes. Their oral proficiency in the language of teaching and learning could be considered sufficient. In terms of non-verbal communicative aspects, the layout of all classrooms was strictly traditional and authoritarian ensuring learner eye-contact constantly. Yet despite strict discipline, teachers prioritised the emotional well-being of their learners by displaying positive haptic and kinaesthetic behaviour. The influence of personality or temperament on their communicative disposition cannot be negated and is directly linked to their habitual behavioural patterns and unique traits exhibited in their classroom communication. The changed linguistic context primarily influenced the teacher-participants communicative dispositions by necessitating a switch to English as the medium of instruction - a language which is neither theirs nor the learners’ home language. Teaching multi-cultural and multi-lingual learners also had a direct bearing on how the teacher-participants communicative dispositions changed although this was self-reported and would need further investigation. Further recommendations emanating from this study include providing a framework to prepare pre-service teachers to teach in a non-native language and to help them develop effective communicative dispositions for the classroom. mi2026 Humanities Education MEd Unrestricted SDG-04: Quality education SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions SDG-17: Partnerships for the goals 2017-10-24T09:14:11Z 2017-10-24T09:14:11Z 2017-09-07 2017 Dissertation Sutton, S 2017, Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/62907> S2017 http://hdl.handle.net/2263/62907 en © 2017 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 communication Communicative dispositions Language of instruction Teaching traits UCTD Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction |
| title | Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction |
| title_full | Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction |
| title_fullStr | Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction |
| title_full_unstemmed | Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction |
| title_short | Communicative dispositions of Foundation Phase Afrikaans-speaking teachers using English as medium of instruction |
| title_sort | communicative dispositions of foundation phase afrikaans speaking teachers using english as medium of instruction |
| topic | Classroom communication Communicative dispositions Language of instruction Teaching traits UCTD Education theses SDG-04 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/62907 |