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The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2018
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| _version_ | 1867613580406292480 |
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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 | � 2018 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:2263/65436 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:24.243Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2018 |
| publishDateRange | 2018 |
| publishDateSort | 2018 |
| 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:2263/65436 The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency Evans, Rinelle jessicalkellerman@gmail.com Kellerman, Jessica UCTD Classroom English English proficiency Pre-service teacher Non-native English speaker Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 Dissertation (MEd)--University of Pretoria, 2017. Language is central to all teaching and learning. The ability to communicate effectively, and more specifically during instruction is one of the key competencies beginner teachers should develop. While English is the home language of ±10% of South Africans, the majority of learners are taught in English from Grade 4 onwards, many of their teachers being non-native English speakers themselves. The English proficiency level of most South African teachers has been identified as problematically low by a number of researchers. This study aimed to investigate the nature of Classroom English and the underlying oral English proficiency of native isiZulu-speaking pre-service teachers as a first step toward being able to better support Classroom English proficiency development of non-native pre-service teachers. Within my conceptual framework for the study oral English proficiency is viewed as part of and foundational to Classroom English proficiency. A mixed methods approach was used. Data were gathered through questionnaires which gauged perceptions of the pre-service teachers’ English proficiency in the classroom as well as voice recordings of lessons they presented during their practice teaching period in rural KwaZulu-Natal schools. Voice recordings of this case study were analysed with the support of existing oral English proficiency rubrics and a self-designed Classroom English proficiency rubric. In a broad sense findings correspond with previous studies in similar fields, pointing to the nature of Classroom English of this case study at a level not considered ideal for effectively facilitating teaching and learning. These isiZulu-speaking preservice teachers require more support to develop better Classroom English proficiency. An approach that specifically addresses development of language proficiencies required in the classroom, with vocabulary and grammar embedded therein, is suggested. mi2026 Humanities Education MEd Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities SDG-16: Peace, justice and strong institutions SDG-17: Partnerships for the goals 2018-07-13T06:44:27Z 2018-07-13T06:44:27Z 2018/05/03 2017 Dissertation Kellerman, J 2017, The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/65436> A2018 http://hdl.handle.net/2263/65436 en � 2018 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 Classroom English English proficiency Pre-service teacher Non-native English speaker Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency |
| title | The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency |
| title_full | The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency |
| title_fullStr | The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency |
| title_full_unstemmed | The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency |
| title_short | The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency |
| title_sort | nature of isizulu speaking pre service intermediate phase teachers classroom english proficiency |
| topic | UCTD Classroom English English proficiency Pre-service teacher Non-native English speaker Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Education theses SDG-16 Education theses SDG-17 |
| url | http://hdl.handle.net/2263/65436 |