This study aimed to explore the knowledge, perceptions and skills of Foundation Phase English Second Language educators as determinants for developing a support programme for educators to improve their phonological awareness teaching skills. Phonological awareness skills are the most important precursor to reading skills, meaning that there is a strong correlation between phonological awareness and reading ability. However, research indicates that many educators do not have the necessary knowledge or skills to teach phonological awareness effectively. All Foundation Phase learners are compelled to have English as a First Additional Language from Grade 1 in order to prepare them for when English becomes the LoLT from Grade 4. It is therefore critical that all the language skills (including phonological awareness skills) necessary for learning are well established in the Foundation Phase. This qualitative study utilised a multiple case study with five ESL Foundation Phase (FP) educators in two rural schools in the Hartbeespoort area in the North West Province. These schools were quintile 1 government schools and all educators were employed by the Department of Basic Education. Data were collected in two phases. The first phase involved collecting data on educator knowledge, perceptions and teaching skills of phonological awareness, using open questionnaires, individual interviews, classroom observations and document analysis. Based on the findings of phase 1 a support programme was compiled to enhance the effective teaching and assessment of phonological awareness in ESL Foundation Phase classrooms. The second phase involved conducting a training workshop for the educators on phonological awareness and the support programme, to enable them to implement it in their classrooms after training. During implementation data were gathered via classroom observations and a focus group interview was conducted afterwards to determine the value of the support programme. The findings of this study revealed that, as a result of various factors, but especially because of FP educators’ own limited proficiency in English and inadequate training with regard to phonological awareness, they did not have sufficient knowledge and teaching skills to purposefully develop learners’ phonological awareness. After receiving focused and comprehensive training and follow-up in-service support, the FP educators seemed to gain an in depth understanding of phonological awareness, as well as improved skills in the teaching thereof. These findings were addressed in recommendations for the DBE and schools, emphasizing that pre-service, as well as in-service, educators need accurate training and constructive in-service support with regard to phonological awareness. This is essential in order to ensure that all learners learning English as a second language in the Foundation Phase, have developed sufficient phonological awareness skills to enable optimal learning in English as LoLT from Grade 4.

This study aimed to explore the knowledge, perceptions and skills of Foundation Phase English Second Language educators as determinants for developing a support programme for educators to improve their phonological awareness teaching skills. Phonological awareness skills are the most important precursor to reading skills, meaning that there is a strong correlation between phonological awareness and reading ability. However, research indicates that many educators do not have the necessary knowledge or skills to teach phonological awareness effectively. All Foundation Phase learners are compelled to have English as a First Additional Language from Grade 1 in order to prepare them for when English becomes the LoLT from Grade 4. It is therefore critical that all the language skills (including phonological awareness skills) necessary for learning are well established in the Foundation Phase. This qualitative study utilised a multiple case study with five ESL Foundation Phase (FP) educators in two rural schools in the Hartbeespoort area in the North West Province. These schools were quintile 1 government schools and all educators were employed by the Department of Basic Education. Data were collected in two phases. The first phase involved collecting data on educator knowledge, perceptions and teaching skills of phonological awareness, using open questionnaires, individual interviews, classroom observations and document analysis. Based on the findings of phase 1 a support programme was compiled to enhance the effective teaching and assessment of phonological awareness in ESL Foundation Phase classrooms. The second phase involved conducting a training workshop for the educators on phonological awareness and the support programme, to enable them to implement it in their classrooms after training. During implementation data were gathered via classroom observations and a focus group interview was conducted afterwards to determine the value of the support programme. The findings of this study revealed that, as a result of various factors, but especially because of FP educators’ own limited proficiency in English and inadequate training with regard to phonological awareness, they did not have sufficient knowledge and teaching skills to purposefully develop learners’ phonological awareness. After receiving focused and comprehensive training and follow-up in-service support, the FP educators seemed to gain an in depth understanding of phonological awareness, as well as improved skills in the teaching thereof. These findings were addressed in recommendations for the DBE and schools, emphasizing that pre-service, as well as in-service, educators need accurate training and constructive in-service support with regard to phonological awareness. This is essential in order to ensure that all learners learning English as a second language in the Foundation Phase, have developed sufficient phonological awareness skills to enable optimal learning in English as LoLT from Grade 4.

The South African Language-in-Education Policy (LiEP) states that mother tongue should be the preferred medium of instruction in the Foundation Phase (grade R-3). Primary tuition is therefore currently offered in the 11 South African official languages. The challenge faced in South African schools that offer African languages in the Foundation Phase, is the fact that from grade 4 onwards, education is only available through the medium of English. This results in a vast number of learners having to make a transition in grade 4 to English as medium of instruction. In this qualitative study, I explored the experiences of teachers and learners in this transition. The context of this case study is a poverty-stricken and underdeveloped rural area. SiSwati is the language commonly spoken in this area and English is spoken, heard and read only in the classroom. Purposive sampling was done, including three grade 3 classes and their teachers, as well as the grade 4 learners and the teachers teaching siSwati, English and Mathematics. Data was collected through interviews, observations, document analysis and field notes. Conventional content analysis was conducted. Among the theoretical lenses adopted for the study was Krashen’s input-interaction-output model of second language learning. This informed the process grade 4 learners undergo in learning English as a second language and medium of instruction. The findings of this study revealed that the challenge regarding this transition is not the English language per se, but rather a deficient home language foundation and the quality of teaching offered. The learners’ age at the time of this transition also plays a significant role, as it affects their readiness to switch to another language. The implications of this study relate to the necessity of a solid mother tongue foundation and improved quality of teaching. It is suggested that the admission age in grade 1 be seven years and the actual point of transition prolonged. / Dissertation (MEd)--University of Pretoria, 2017. / Early Childhood Education / MEd / Unrestricted

This study explores how a dialogic approach toward professional development could be used to improve early literacy teaching in multilingual pre-primary contexts. Consequently, the purposes of the research were a) to develop an effective professional development (PD) model for pre-primary teachers that exposes them to research based early literacy texts and dialogic teaching practices for diverse language populations, b) to engage teachers in face-to-face and online dialogic learning, and c) to create on-going networks of teachers engaged in reflective practices for improving early literacy teaching. The theoretical framework, based on Vygotsky’s (1978) and Bakhtin’s (1986) theories, was used as an analytical lens to highlight the centrality of situated language learning and use within a socio-cultural context. The main question of the study is, “How might professional development, using a dialogic approach, transform teaching beliefs and practices for pre-primary teachers from diverse language backgrounds?” The study used a mixed methods research design to document participants’ reflections during focus group discussions, interviews, classroom observations, and in online forum discussions. Purposive sampling techniques were used to select a sample of 33 participating pre-primary teachers. The DeFord (1985) Theoretical Orientation toward Reading Profile (TORP) was administrated to pre-primary teachers selected from two education regions of Namibia before and after the PD. The qualitative data analysis, using Grounded Theory (GT) coding and Critical Discourse Analysis (CDA) yielded emergent themes that include: a) English second language (ESL) knowledge, b) pedagogical approaches (PA) for teaching and learning, and c) authoritarian discourse (AD). The quantitative pre/post-test results revealed no significant difference in overall TORP scores, but some significant changes on key pre/post-test individual items were noted. The overall results support the hypothesis that targeted PD can modify/change teacher’s beliefs about the relative value of teaching isolated phonics and reading skills versus a focus on opportunities for rich talk, interaction, and having an impact in a cultural moment. The study’s contributions toward knowledge are captured in how to engage pre-primary teachers in dialogic training that may transform held didactic beliefs to acquire ESL knowledge and skills to overcome early literacy teaching challenges in multilingual contexts. / Thesis (PhD)--University of Pretoria, 2017. / Early Childhood Education / PhD / Unrestricted

This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT). Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators Concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4 has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it was deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment programme suitable for the mainstream classroom was compiled for Grade 4 ESL learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested to implement the language enrichment programme over a six week period in their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response from the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose Their children's Language of Learning and Teaching (LOLT) consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to earning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4, has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it w deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment program suitable for the mainstream classroom was compiled for Grade 4 El learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested implement the language enrichment programme over a six week period their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response of the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.

Student Number : 8801261D - MA research report - School of Human and Community Development - Faculty of Humanities / The ability to achieve academic success is dependent on the acquisition of academic language proficiency, basic to which is the ability to decode and comprehend relevant academic content, with limited contextual support. Research indicates that English Second Language (ESL) learners at primary and tertiary educational institutions in South Africa lack the skills necessary for academic success. This study investigated firstly, the relationship between academic achievement of Grade 8 learners and their decoding and spelling ability and secondly, the impact of a peer mentoring paired reading programme on reading and spelling skills of Grade 8 ESL learners. Results confirm a strong positive relationship between reading and spelling skills of learners and their academic achievement and suggests that the lack of reading skills is not confined to second language English learners only. The reading programme had a significant impact on the on the decoding skills of ESL learners and a small nonsignificant impact on spelling and comprehension skills.

Philosophiae Doctor - PhD (Linguistics, Language and Communication) / At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). This decision has been well supported and therefore there has been an expectation among Namibians that learning English as early as possible is important because it will open many doors to the future (Harris, 2011). However, since the introduction of English as LOLT, government documents and other relevant literature have revealed poor performance of learners and falling standards of teaching (Iipinge, 2013). Despite this revelation, no study has been done in Namibia to investigate the effects of the current Language in Education Policy (LEP) on the teaching and learning of different school subjects. Therefore, this study focuses on critical questions regarding the effects of the current Namibian LEP on the teaching and learning of English Second Language (ESL) in Northern Namibia, with a special focus on one of the most demanding skills in second language learning: essay writing. Besides this, the study looks at the writing problems of learners and the intervention strategies that teachers are using to help learners overcome or reduce writing problems.

Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.

This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT). Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators Concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4 has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it was deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment programme suitable for the mainstream classroom was compiled for Grade 4 ESL learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested to implement the language enrichment programme over a six week period in their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response from the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose Their children's Language of Learning and Teaching (LOLT) consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to earning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4, has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it w deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment program suitable for the mainstream classroom was compiled for Grade 4 El learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested implement the language enrichment programme over a six week period their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response of the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.

INTRODUCTION. The Central Institute for the Deaf published Auditory Tests W-1 (CID W-1) spondaic wordlist was developed in the USA in 1947 and 1952. Certain American-English words contained in the wordlist are unfamiliar to many South Africans, even English first language (EFL) speakers, but particularly those who use English as a second language (ESL). Familiarity with spondaic words is one of the most important qualities of the test items used to determine Speech Recognition Threshold (SRT). OBJECTIVES. The aim of this study was to compare the SRT results obtained with the English South African Spondaic (SAS) wordlist developed by Durrant (2006) and the English CID W-1 spondaic wordlist when measuring the SRT of adult ESL speakers in South Africa. Method. Audiometric Pure Tone Average (PTA) and SRT measurements were obtained for 101 (197 ears) ESL participants with normal hearing or a minimal hearing loss <26 dBHL (mean age 33.3). PTA/SRT correlations were compared when using the SAS wordlist (groups one and two), as well as either the ‘less familiar’ CID W-1 (group one) or ‘more familiar’ CID W-1 (group two), in a mixed matched group design. RESULTS. A Pearson correlation analysis revealed a significant and positive correlation for all three wordlists. The Pearson correlation analysis revealed a strong PTA/SRT correlation when using the South African Spondaic (SAS) wordlist (right ear: 0.65; left ear 0.58) and the ‘more familiar’ words from the CID W-1 wordlist (right ear: 0.63; left ear: 0.56). The use of the ‘less familiar’ words from the CID W-1 wordlist revealed weak correlations (right ear: 0.30; left ear: 0.32). Paired sample T-tests indicated a statistically significantly stronger PTA/SRT correlation when the SAS wordlist was used, rather than either of the CID W-1 wordlists, at a 95% level of confidence. CONCLUSIONS. The use of the SAS wordlist yields a stronger PTA/SRT correlation than the use of the CID W-1 wordlist, when performing SRT testing as part of the speech audiometry battery on South African ESL speakers with normal hearing, or minimal hearing loss <26 dBHL. / Dissertation (MA)--University of Pretoria, 2014. / lk2014 / Speech-Language Pathology and Audiology / MA / Unrestricted