Text in Afrikaans / In this study essential guidelines are given to Foundation Phase educators for the teaching of basic English concepts to English second language learners. Die research design is explained and recommendations are made. The following underlying problems, which were encountered in the research recommendation, are identified and discussed: Learning barriers with specific reference to English as a second language. The causes of learning barriers which include the discussion of intrinsic and extrinsic factors. Educator training is lacking and educators do not have the necessary knowledge and skills to teach basic concepts in English to second language learners. The necessity and advantages of timeous identification of barriers to learning to ensure that basic concepts are taught. The study was concluded with practical guidelines to reinforce basic concepts in learners in the Foundation Phase who are taught in English as a second language. Recommendations were made to parents, educators and the Department of Education. / In die studie word riglyne aan Grondslagfase-onderwysers gegee vir die onderrig van basiese konsepte in Engels aan Engels tweedetaalleerders. Hierdie basiese konsepte is noodsaaklik vir vordering in die Grondslagfase. Die navorsingontwerp verduidelik en aanbevelings gemaak. Die volgende sub-probleme wat onderliggend is aan die navorsingsvoorstel is geïdentifiseer en bespreek, naamlik: Struikelblokke tot leer met spesifieke verwysing na Engels as tweedetaal. Die oorsake wat lei tot struikelblokke tot leer waaronder intrinsieke en ekstrinsieke faktore word bespreek. Onderwyseropleiding is onvoldoende en onderwysers beskik nie oor die kennis en vaardighede om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig nie. Die noodsaaklikheid van vroeë identifisering en die voordele verbonde aan vroegtydige identifisering van struikelblokke tot leer om te verseker dat basiese konsepte voldoende vasgelê word. Die studie is afgesluit met praktiese riglyne vir die vaslegging van basiese konsepte aan leerders in die Grondslagfase wat in Engels as tweede taal onderrig word. Aanbevelings is aan die ouers, onderwysers en die Departement van Onderwys gemaak. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)

The study sought to investigate educators’ perceptions of the implementation of Inclusive Education in mainstream secondary schools around Polokwane, Limpopo Province of South Africa. The approach to the study was qualitative, guided by an interpretivist paradigm. A purposefully selected sample of 20 teachers from 10 purposively selected mainstream secondary schools in Polokwane participated in this study. Instruments for data collection comprised in-depth interviews, corroborated by non-participant field observations to verify the implementation of Inclusive Education in mainstream secondary schools. Content analysis was employed to analyse the data with the aim of coming up with themes and subthemes. The study revealed that the educators had the passion and willingness to implement Inclusive Education. The educators further perceived Inclusive Education as needful. The implementation of Inclusive Education was perceived as being effective to a lesser extent. The educators perceived the implementation of Inclusive Education as being negatively affected by their inadequate training, school environments which were unfit to accommodate learners with disabilities, the lack of facilities and equipment and higher learner enrolments in mainstream classrooms. Gender was seen to affect the educators’ confidence in handling learners with disabilities and their ability to identify such learners. The study recommends the continued professional development and training of educators in the area of Inclusive Education, regular support and monitoring of Inclusive Education activities in mainstream schools by the DBE, provision of relevant resources and facilities in mainstream schools for the implementation of Inclusive Education, and additional support to educators to enhance their confidence in handling learners with barriers to learning and development. Finally, a model for the improvement of the implementation of Inclusive Education in mainstream schools is proposed. / Inclusive Education / D. Ed. (Inclusive Education)

Text in Afrikaans / In this study essential guidelines are given to Foundation Phase educators for the teaching of basic English concepts to English second language learners. Die research design is explained and recommendations are made. The following underlying problems, which were encountered in the research recommendation, are identified and discussed: Learning barriers with specific reference to English as a second language. The causes of learning barriers which include the discussion of intrinsic and extrinsic factors. Educator training is lacking and educators do not have the necessary knowledge and skills to teach basic concepts in English to second language learners. The necessity and advantages of timeous identification of barriers to learning to ensure that basic concepts are taught. The study was concluded with practical guidelines to reinforce basic concepts in learners in the Foundation Phase who are taught in English as a second language. Recommendations were made to parents, educators and the Department of Education. / In die studie word riglyne aan Grondslagfase-onderwysers gegee vir die onderrig van basiese konsepte in Engels aan Engels tweedetaalleerders. Hierdie basiese konsepte is noodsaaklik vir vordering in die Grondslagfase. Die navorsingontwerp verduidelik en aanbevelings gemaak. Die volgende sub-probleme wat onderliggend is aan die navorsingsvoorstel is geïdentifiseer en bespreek, naamlik: Struikelblokke tot leer met spesifieke verwysing na Engels as tweedetaal. Die oorsake wat lei tot struikelblokke tot leer waaronder intrinsieke en ekstrinsieke faktore word bespreek. Onderwyseropleiding is onvoldoende en onderwysers beskik nie oor die kennis en vaardighede om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig nie. Die noodsaaklikheid van vroeë identifisering en die voordele verbonde aan vroegtydige identifisering van struikelblokke tot leer om te verseker dat basiese konsepte voldoende vasgelê word. Die studie is afgesluit met praktiese riglyne vir die vaslegging van basiese konsepte aan leerders in die Grondslagfase wat in Engels as tweede taal onderrig word. Aanbevelings is aan die ouers, onderwysers en die Departement van Onderwys gemaak. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)