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Challenges faced by learning support teachers when teaching English as first additional language
Dissertation (MEd (Education Psychology))--University of Pretoria, 2021.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613722511409152 |
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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 | © 2022 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 (Education Psychology))--University of Pretoria, 2021. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/87951 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:40:40.078Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| 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:2263/87951 Challenges faced by learning support teachers when teaching English as first additional language Omidire, Margaret Funke nteboheng.tshatshelo@gmail.com Tshatshelo, Nteboheng Sylvia Language Learning support teachers English first additional language (EFAL) Learners with special needs Curriculum UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Dissertation (MEd (Education Psychology))--University of Pretoria, 2021. Language issues among learners in the intermediate phase remain increasingly challenging to identify and resolve. In turn, teaching and learning development strategies are adversely impacted. Categorically, learners experiencing scholastic difficulties, as a result of language difficulties fall under Learners with Special Needs (LSN). Subsequently, with the advent of Inclusive Education policy, particularly the Screening, Identification, Assessment and Support (SIAS), LSNs are supported by Learning Support Teachers (LST) to gain access to the curriculum. However, language problems remain barriers to learning for many learners. This study seeks to identify the challenges and the resulting implications that LST face on teaching English First Additional Language (EFAL). The study is qualitative in nature using exploratory case study as a research design and adopts the use of qualitative methods – such as the participatory reflection and action (PRA) workshops, focus group discussion, observation, field notes – when getting data for research participants who were serving in the LST role in Tshwane South District. The audio-visual tools and a diary were the instruments used to record data. Inductive thematic analysis was used to code and identify themes. The most outstanding themes were information seeking and understanding teaching through practice, and shortage of skills and resources. The findings showed that EFAL teachers were vital in helping learners gain access to the curriculum despite significant challenges that were faced. It is recommended that non-LST Educators receive more training on SIAS policy and improve collaboration between parents and educators. Future research should investigate the influence of the specific values such as patience and compassion on EFAL delivery. es2026 Educational Psychology MEd (Education Psychology) Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-10: Reduced inequalities 2022-10-25T10:08:00Z 2022-10-25T10:08:00Z 2021 2021 Dissertation * A2021 https://repository.up.ac.za/handle/2263/87951 en © 2022 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 | Language Learning support teachers English first additional language (EFAL) Learners with special needs Curriculum UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 Challenges faced by learning support teachers when teaching English as first additional language |
| title | Challenges faced by learning support teachers when teaching English as first additional language |
| title_full | Challenges faced by learning support teachers when teaching English as first additional language |
| title_fullStr | Challenges faced by learning support teachers when teaching English as first additional language |
| title_full_unstemmed | Challenges faced by learning support teachers when teaching English as first additional language |
| title_short | Challenges faced by learning support teachers when teaching English as first additional language |
| title_sort | challenges faced by learning support teachers when teaching english as first additional language |
| topic | Language Learning support teachers English first additional language (EFAL) Learners with special needs Curriculum UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-10 |
| url | https://repository.up.ac.za/handle/2263/87951 |