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Lived experiences of teachers teaching in a language that is not their mother tongue
Thesis (MEdPsych)--Stellenbosch University, 2021.
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| Format: | Thesis |
| Language: | en_ZA |
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Stellenbosch : Stellenbosch University
2021
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| _version_ | 1867613958512312320 |
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| access_status_str | Open Access |
| author | Le Chat, Corene Valmy |
| author2 | Dreyer, Lorna Martha |
| author_browse | Dreyer, Lorna Martha Le Chat, Corene Valmy |
| author_facet | Dreyer, Lorna Martha Le Chat, Corene Valmy |
| author_sort | Le Chat, Corene Valmy |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (MEdPsych)--Stellenbosch University, 2021. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/123617 |
| institution | Stellenbosch University (South Africa) |
| language | en_ZA |
| last_indexed | 2026-06-10T12:44:24.894Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2021 |
| publishDateRange | 2021 |
| publishDateSort | 2021 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/123617 Lived experiences of teachers teaching in a language that is not their mother tongue Le Chat, Corene Valmy Dreyer, Lorna Martha Stellenbosch University. Faculty of Education. Educational Psychology. Second language acquisition -- Teachers -- Attitudes Language and languages -- Study and teaching Self-efficacy UCTD Thesis (MEdPsych)--Stellenbosch University, 2021. ENGLISH SUMMARY : The context of South African teachers working in an environment where the language of teaching and learning is different from their mother-tongue, seems to be an ever-increasing reality. These teachers’ experiences appear to be supported by dominant discourses that could determine and limit their practices or actions. The aim of the research was to explore and describe these lived experiences, using self-efficacy, as a central construct in exploring these teachers’ beliefs about their own effectiveness in delivering the curriculum. This phenomenological study was essentially guided by the primary research question of understanding how teachers with other first languages (non-native English-speaking teachers) experience teaching in English, as a medium of teaching. Secondary questions involved creating an understanding of their contextual factors and how their experiences of these factors contribute to their self-efficacy. Basic qualitative research rooted within an interpretive paradigm underpins this study’s methodology. Purposive sampling was used to select five non-native English-speaking teachers as research participants. The data collection techniques included literature reviews, semi-structured individual interviews, and written diary entries. Furthermore, qualitative thematic data analysis was applied to analyse and interpret the data. In-depth insights of non-native English-speaking teachers’ experiences were gained. The findings revealed that several factors enhanced the level of self-efficacy of the non-native English-speaking teachers who participated in the study, thus highlighting self-efficacy as a strong predictor of performance in their ability to use language to create environments conducive to learning. The findings inform and encourage departmental and educational institutions to support non-native English-speaking teachers through ongoing workshops, promotion of self-directed learning platforms as well as wellness programmes aimed at creating opportunities to develop and sustain a positive self-efficacy. AFRIKAANSE OPSOMMING : Die konteks van Suid-Afrikaanse onderwysers wat in ‘n omgewing werk waar die taal van onderrig en leer verskil van hul moedertaal, blyk om ‘n steeds groter wordende realiteit te wees. Dit kom voor asof hierdie onderwysers se ervarings ondersteun word deur dominante diskoerse wat hul praktyke of optrede kan bepaal en beperk. Die doel van die navorsing was om hierdie geleefde ervarings, met behulp van selfdoeltreffendheid, te verken en te beskryf as ‘n sentrale konstruk in die verkenning van hierdie onderwysers se oortuigings oor hul eie effektiwiteit in die lewering van die kurrikulum. Die primêre navorsingsvraag wat hierdie fenomenologiese studie gelei het, behels die begrip van hoe onderwysers met ander eerste tale (nie-moedertaal Engelssprekende onderwysers) onderrig in Engels as onderrigmedium ervaar. Die studie het verder ten doel gehad om te beskryf hoe hierdie onderwysers kontekstuele faktore ervaar en hoe hierdie faktore bydra tot hul selfdoeltreffendheid. Die studie se navorsingsmetodologie kan beskryf word as basiese kwalitatiewe navorsing wat ingebed is in ‘n interpretatiewe paradigma. Doelstellende steekproefneming is gebruik om vyf nie-inheemse Engelssprekende onderwysers as navorsingsdeelnemers te kies. Drie metodes van data-insameling is gebruik, naamlik literatuuroorsigte, semi-gestruktureerde individuele onderhoude en geskrewe dagboekinskrywings. Verder is kwalitatiewe tematiese data-analise toegepas om die data te ontleed en te interpreteer. In-diepte insigte van nie-moedertaal Engelssprekende onderwysers se ervarings is opgedoen. Die bevindinge het aan die lig gebring dat verskeie faktore die vlak van selfdoeltreffendheid van die nie-moedertaal Engelssprekende onderwysers wat aan die studie deelgeneem het verbeter, en sodoende selfdoeltreffendheid beklemtoon as ‘n sterk voorspeller van prestasie in hul vermoë om taal te gebruik om omgewings te skep wat bevorderlik is vir leer. Die bevindings lig departementele en opvoedkundige instellings in en moedig hulle aan om nie-moedertaal Engelssprekende onderwysers te ondersteun deur middel van deurlopende werksessies, die bevordering van selfgerigte leerplatforms, sowel as welstandsprogramme wat daarop gemik is om geleenthede te skep om ‘n positiewe selfdoeltreffendheid te ontwikkel en te handhaaf. Masters 2021-07-02T13:23:16Z 2021-12-22T14:12:25Z 2021-07-02T13:23:16Z 2021-12-22T14:12:25Z 2021-12 Thesis http://hdl.handle.net/10019.1/123617 en_ZA Stellenbosch University xii, 121 pages ; illustrations, includes annexures application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Second language acquisition -- Teachers -- Attitudes Language and languages -- Study and teaching Self-efficacy UCTD Le Chat, Corene Valmy Lived experiences of teachers teaching in a language that is not their mother tongue |
| title | Lived experiences of teachers teaching in a language that is not their mother tongue |
| title_full | Lived experiences of teachers teaching in a language that is not their mother tongue |
| title_fullStr | Lived experiences of teachers teaching in a language that is not their mother tongue |
| title_full_unstemmed | Lived experiences of teachers teaching in a language that is not their mother tongue |
| title_short | Lived experiences of teachers teaching in a language that is not their mother tongue |
| title_sort | lived experiences of teachers teaching in a language that is not their mother tongue |
| topic | Second language acquisition -- Teachers -- Attitudes Language and languages -- Study and teaching Self-efficacy UCTD |
| url | http://hdl.handle.net/10019.1/123617 |
| work_keys_str_mv | AT lechatcorenevalmy livedexperiencesofteachersteachinginalanguagethatisnottheirmothertongue |