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Perspectives of primary school teachers on effective multilingual teaching approaches
Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2022
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| _version_ | 1867613535763169280 |
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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 (Educational Psychology))--University of Pretoria, 2020. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/87958 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:37:41.969Z |
| 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:2263/87958 Perspectives of primary school teachers on effective multilingual teaching approaches Omidire, Margaret Funke colleenius@gmail.com Makolane, Colleen Segauswi UCTD Multilingual classroom Multilingual teaching approaches Inclusive teaching Code-switching Teachers’ perspectives Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Dissertation (MEd (Educational Psychology))--University of Pretoria, 2020. There are several major factors that teachers must take into account when dealing with multilingual classrooms such as culture and language diversity. Therefore teaching in a multilingual classroom requires teachers to make the curriculum accessible to all learners through the use of various multilingual teaching approaches. This study explored the perspectives of teachers on effective multilingual teaching approaches in accommodating linguistically diverse learners in their classrooms. Qualitative research methods were employed and data was gathered through focus group discussions, semi-structured interviews and classroom observations. Convenience sampling was used to select the participants who were nine teachers from two resource constrained primary schools situated in a semi urban area in Gauteng. The data was analysed by using thematic analyses technique. The findings indicated that participants perceive the utilisation of code switching and peer teaching to be effective multilingual teaching approaches. Furthermore, the teachers viewed visual aids; concrete objects as useful tools for supporting learners in multilingual classrooms. . The participants stated that they experienced challenges such as excessive workload, and limited time to support learners. Despite these challenges, the participants believe that it is worthwhile to strive to respond to the needs of diverse leaners in multilingual classrooms. It is recommended that teacher training focused on teaching linguistically diverse learners in multilingual classroom should be provided as part of a teacher professional development initiative and also included in the pre-service training of teachers. es2026 Educational Psychology MEd (Educational Psychology) Unrestricted SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities 2022-10-25T10:29:52Z 2022-10-25T10:29:52Z 2021 2020 Dissertation * A2021 https://repository.up.ac.za/handle/2263/87958 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 | UCTD Multilingual classroom Multilingual teaching approaches Inclusive teaching Code-switching Teachers’ perspectives Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Perspectives of primary school teachers on effective multilingual teaching approaches |
| title | Perspectives of primary school teachers on effective multilingual teaching approaches |
| title_full | Perspectives of primary school teachers on effective multilingual teaching approaches |
| title_fullStr | Perspectives of primary school teachers on effective multilingual teaching approaches |
| title_full_unstemmed | Perspectives of primary school teachers on effective multilingual teaching approaches |
| title_short | Perspectives of primary school teachers on effective multilingual teaching approaches |
| title_sort | perspectives of primary school teachers on effective multilingual teaching approaches |
| topic | UCTD Multilingual classroom Multilingual teaching approaches Inclusive teaching Code-switching Teachers’ perspectives Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 |
| url | https://repository.up.ac.za/handle/2263/87958 |