The implication of South Africa’s multicultural and linguistic diversity is that many learners have a home language that is not their language of instruction. Research has indicated that children learn best in their home language (UNESCO, 2020). In South Africa, however, language is seen as one of the biggest barriers to teaching and learning. In the historical context of South Africa’s divided past, equal educational opportunities are still not afforded to every learner, with many learners learning in a language in which they are not yet proficient. In South Africa, there is also a preference for learning through the medium of English, due to its global status and common use by the workforce. This preference is not only shown by teachers and learners themselves but also by parents who prefer that their children learn through the medium of English. Due to globalisation, multilingualism in education has become a major point of discussion in relation to research in education. Translanguaging, which is how multilingual speakers use more than one language in their everyday communication with others, is questioning ‘monolingual practices and ideologies worldwide’ (Makalela, 2013). This study was conducted in two township primary schools in Eersterust, which is a Coloured township situated west of Mamelodi in the Tshwane South District. The study aimed to answer the following research questions: What are the perceptions of translanguaging amongst English teachers in township primary schools? And why do teachers perceive translanguaging in this way? The research participants included seven English-language teachers from Grades 4, 5, 6 and 7. All these participants were selected purposively, and their participation was voluntary. Data were collected qualitatively through semi-structured interviews, focus group discussions, classroom observations and documentation. The conclusion from the study is that teachers viewed translanguaging as an effective strategy within their Home and First Additional English-language classrooms. Teachers from both schools instinctively implemented translanguaging on a daily basis. Translanguaging within both schools did not occur only as a pedagogical practice but also as a sociolinguistic phenomenon. What was evident from the findings were the many acts of unplanned and spontaneous translanguaging which took place within the classrooms. These findings were generated through accounts that teachers gave during interviews, during classroom observations of their lessons and, through analysis of lesson plans. The unplanned acts of translanguaging confirmed that teachers were willing to implement translanguaging, which in turn influenced their perceptions of translanguaging. What was also evident was that many of the social circumstances, which teachers and learners within this community faced on a regular basis, influenced how translanguaging was implemented. / Dissertation (MEd (Curriculum and Instructional Design and Development))--University of Pretoria, 2021. / Humanities Education / MEd (Curriculum and Instructional Design and Development) / Unrestricted

The study investigated 6 Soweto primary school teachers’ ability to analyse and give feedback on the errors of English First Additional Language learners. Drawing on literature on assessment for learning and feedback, as well as on error analysis of English second language learning, I developed a conceptual framework that enabled me to classify learner errors and teachers feedback strategies. I used a qualitative approach to investigate assessment abilities. Firstly, the teachers marked a written assessment task, identified errors, evaluated learner performance and gave feedback based on identified errors. Secondly, the teachers were interviewed on why learners made those errors and what feedback strategies they suggested for remediating the errors. The findings indicated that the teachers: i) were generally capable of identifying the errors, ii) struggled to correct the identified errors, iii) were still working in a summative mind-set, and iv) were insecure about their abilities to deal with English First Additional Language errors. Therefore, assessment for learning has a long way to go for the township primary school teachers.

Thesis (M.A. (English Studies)) -- University of Limpopo, 2021 / The study explored essay writing errors of English First Additional Language (EFAL) FET rural learners. The aim of the study was to analyse essay writing errors of the EFAL FET learners in rural schools. EFAL Grade 11 learners together with their educators from 4 circuits in Mopani West District of Limpopo Province (LP), South Africa (SA), participated in the study. The learners’ 40 essays were analysed. Additionally, the learners and educators were interviewed and the data generated were analysed. A qualitative Content Analysis (CA) research method was used to collect data. The sample was made up of 3 instruments; an essay checklist for the 40 essays, EFAL learners’ group interviews that consisted of 4 equal groups made up of 10 learners per school, and interviews with 4 educators from each of the school represented. N – Vivo was used for data transcription, storage and analysis. Errors populated in the checklist were arranged into smaller units, identified, analysed, described and reported. Data obtained through semi-structured interviews with EFAL learners and educators were transcribed and analysed thematically. The analysis of the EFAL FET rural learners’ essay writing errors revealed weaknesses pertaining to choice of essay topics, proofreading, spelling, punctuation and grammar.

Thesis (M. A. (Language Education)) -- University of Limpopo, 2023 / This study investigated the challenges experienced by Grade 10 learners in the usage of English as the first additional language in classroom academic writing. Qualitative methodology was used to conduct this study where responses from a sample of 10 learners and 2 EFAL teachers were obtained. The participants were purposefully sampled from a secondary school in Tweefontein. The researcher collected data using the semi-structured interviews and document analysis. Selected teachers were interviewed and learners were given an essay writing task. The data was analysed using the inductive thematic data analysis method. The study‟s findings point to social media as the major factor that contributes to the learners‟ usage of social language in academic essay writing. Contraction was found to be the most common language issue in the learners‟ academic writing. The study recommends that stakeholders such as the Department of Education, teachers, parents and learners should work together in order to improve the learners‟ usage of language in academic writing.

This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by Unisa’s Department of English Studies at certificate level. The unit of analysis was a group of eight student teachers registered for the module ACEEN26 Teaching English: General Principles offered by Unisa’s Department of English Studies. This module aims to help students to understand the approaches that underpin Outcomes-based Education (OBE) and how these translate into practice in the English First Additional Language (FAL) classrooms. To investigate the participants’ classroom practices, the study adopted an open and inductive approach aimed at gauging their thinking with regard to teaching, learning, assessment and how these understandings reflected OBE practices. The aim was to determine how the eight students made sense of this phenomenon given their own epistemologies within the unique contexts in which they worked. Data collection consisted of a mix of lesson observations, in-depth audio-taped interviews and analysis of documents. The interview was the main data-gathering technique. All these instruments were supplemented by field notes based on informal observations which were entered in a reflective journal. The picture that emerged was of teachers who worked under demanding conditions as they tried to implement complex and sometimes contradictory policies and were constantly under the pressure of policy demands. Their practices were, to a large extent, inconsistent with the OBE approach to teaching and learning. Although they gained some theoretical surface knowledge from the course, the students’ practice remained traditional because of two main reasons emanating from the findings: their inability to internalise the theory to make it an integral part of their mental repertoire and the negative impact of disabling contextual factors.The study constituted an evaluation of the course and therefore fed directly into the whole concept of dialogue and student support which are necessary prerequisites for success in distance education. As a teacher educator, this research was also a way of illuminating my teaching practices through practical research that simultaneously informs the field of teacher education. Based on the training needs identified, a re-contextualised curriculum for the ACE English programme was proposed. This proposed new programme reflects my stance that instead of continuing to focus on pouring resources into dysfunctional schools, we should concentrate on the lowest denominator in the system — the teacher. / Educational Studies / D. Litt. et Phil (English)

Thesis (M. A. (Language Education)) -- University of Limpopo, 2017 / This study investigates the methods of teaching poetry to English First Additional (EFAL) secondary school learners in the Shiluvane Circuit, in order to establish whether their teaching and learning methods equip them as second or additional language poetry teachers at secondary school level. Although English plays a significant role as a language of instruction at the secondary level in South Africa, underperformance at secondary school examinations has generated a continuous debate with many suggesting that the standards of English language competence has declined. Also the role of teachers is usually questioned whenever issues of learners’ performance are raised. The study focuses on the methods of teaching that English first additional language teachers use in poetry to instil the passion for the genre. This study was conducted in rural secondary schools. Forty learners from grade ten classes and their teachers participated. The study used qualitative approaches for gathering information through lesson observations, learners’ focus group interviews and teacher interviews at four secondary schools to evaluate the application of English poetry teaching. A case study design was used using 4 schools. This study is informed by Lev Vygotsky’s constructivist or socio-cultural theory (1978). Literature consulted points to the fact that the Shiluvane Circuit secondary teachers seem to avoid teaching poetry. This reveals that only four out of eleven secondary schools exposed their learners to poetry during their EFAL lessons. The findings also revealed that most respondents lacked interest in English poetry. Instead the learner interacting through cooperative or collaborative group work they competed against each other and believe in witchcraft should they share their learning experiences with fellow learners. The study recommended the use of different methods, such as cooperative learning, to teach poetry. Culturally relevant poems also add to the interest of the learners.

This study focussed on teacher training in the context of distance education. It investigated the impact on practice of an English methodology course offered by Unisa’s Department of English Studies at certificate level. The unit of analysis was a group of eight student teachers registered for the module ACEEN26 Teaching English: General Principles offered by Unisa’s Department of English Studies. This module aims to help students to understand the approaches that underpin Outcomes-based Education (OBE) and how these translate into practice in the English First Additional Language (FAL) classrooms. To investigate the participants’ classroom practices, the study adopted an open and inductive approach aimed at gauging their thinking with regard to teaching, learning, assessment and how these understandings reflected OBE practices. The aim was to determine how the eight students made sense of this phenomenon given their own epistemologies within the unique contexts in which they worked. Data collection consisted of a mix of lesson observations, in-depth audio-taped interviews and analysis of documents. The interview was the main data-gathering technique. All these instruments were supplemented by field notes based on informal observations which were entered in a reflective journal. The picture that emerged was of teachers who worked under demanding conditions as they tried to implement complex and sometimes contradictory policies and were constantly under the pressure of policy demands. Their practices were, to a large extent, inconsistent with the OBE approach to teaching and learning. Although they gained some theoretical surface knowledge from the course, the students’ practice remained traditional because of two main reasons emanating from the findings: their inability to internalise the theory to make it an integral part of their mental repertoire and the negative impact of disabling contextual factors.The study constituted an evaluation of the course and therefore fed directly into the whole concept of dialogue and student support which are necessary prerequisites for success in distance education. As a teacher educator, this research was also a way of illuminating my teaching practices through practical research that simultaneously informs the field of teacher education. Based on the training needs identified, a re-contextualised curriculum for the ACE English programme was proposed. This proposed new programme reflects my stance that instead of continuing to focus on pouring resources into dysfunctional schools, we should concentrate on the lowest denominator in the system — the teacher. / Educational Studies / D. Litt. et Phil (English)

Thesis (M. Ed.(Language Education)) -- University of Limpopo, 2016 / Learners in rural areas are disadvantaged in terms of exposure to English First Additional Language (EFAL).They require more basic attention in reading and writing skills. For this reason, the study analyses why Intermediate Phase learners in schools in rural areas are struggling to read and write in EFAL. In view of this, Darara (2012:4) argues that reading and writing is not an educational hurdle affecting only learners at Intermediate Phase in schools. The purpose of this study is to bring to light learners’ challenges in reading and writing in EFAL at Intermediate Phase. The study thus employs how to eliminate learners’ reading and writing challenges emanating at this phase. The method used in this study is qualitative and it is used in order for teachers to bring out their experiences on EFAL teaching. Data collection was done through structured interviews and non-participant observation. Nine teachers were sampled from three primary schools in the Mankweng Circuit. Each school forwarded three teachers, this means one from each intermediate grades. The research results from both interviews and observations are jointly presented in order to avoid repetitions. The researcher presents profiles of schools and teachers together with the way reading and writing are conducted in schools. The study, in its presentation, highlights the way teachers are moved around the province through the government programme Rationalisation and Redeployment. Amongst the findings revealed by the study, most of the teachers do not take English as their major subject in their teaching career. This is one reason why reading and writing at Intermediate Phase in rural schools is almost unachievable. The study recommends that EFAL teachers conduct workshops and training with fellow teachers in ex-model C and private schools to learn from each other in order to overcome challenges emanating from the two skills.

Thesis (M.Ed. (Language Education)) -- University of Limpopo, 2020 / It is well known that essay writing is one of the lengthy assessment activities in the teaching and learning of English First Additional Language (FAL). This study focused on exploring the challenges faced by learners in English essay writing at Sekgosese West Circuit. The motive behind this research emanates from noticeable poor writing of English essays and related longer transactional writing by learners. This was accompanied by a rapid complain arising from teachers about the same writing incapacities which they find themselves confronted with daily. In view of this, the researcher saw it fit and academically worthy and investigated the causal causes of this challenge with a view to help the stakeholders in education in addressing this challenge going onward. The data for this study was collected from English FAL teachers and learners. The research is projected within phenomenological design under the interpretive paradigm. In view of this, the study was specifically qualitative where principal devices used to collect data were: semi-structured interviews, focus groups and document analysis. The findings of the study reveal that learners are experiencing challenges in spelling, diction, punctuation, paragraphing, syntax, lack of topical understanding, creativity, and coherence. When looking at the teachers, there is a limited time teach writing, they teach other skills more (literature) than writing because of personal preference. Teachers do not teach writing and there is no feedback given to learners upon completion of writing assessments. Some of these challenges are materializing because the learners do not engage in writing for leisure and teachers are not employing effective methods.

This research aimed at exploring the quality assurance and assessment models used for English First Additional language (EFAL) in the Further Education and Training (FET) band especially in Grade 10. It examined various quality assurance models used by grade 10 educators in designing the assessment tasks, with specific reference to EFAL. This study adopted the industry based SABS ISO 9004-2 conceptual framework. This conceptual framework ensures that the task to be performed and the objectives to be achieved are clearly spelt out, including how they affect quality. A qualitative research approach was used, specifically a case study. Convenient sampling was used to select the three participant of this study, namely; two EFAL educators and one Head of Department (HoD). Data was collected through semi-structured interviews, document analysis and research journal, and triangulated to support the conclusion and to make the findings more reliable. The main research question of the study was: To what extent do English First Additional Language (EFAL) educators employ quality assurance measures in their assessment. In order to fully explore the quality assurance measures employed in EFAL assessment tasks, four sub- research questions were envisaged in this study. The following themes emerged from the data collected: assessment of EFAL, quality of the assessment tasks, assessment challenges as well as internal moderation. With regard to assessment of EFAL the results of the study indicated that educators have minimal level of skill to construct high quality assessment tasks due to poor understanding of OBA and the terminology associated with OBA. As a result, they resorted to prescribed portfolio assessment tasks as dominant form of assessment. The study also found that the quality of such assessment tasks is below the expected standard as Learning Outcomes and Assessment Standards are the major quality assurance measures utilized. Furthermore the study revealed that challenges such as overcrowding and shortage of learner support material are the inhibiting factors towards development and implementation of quality assessment tasks. The study further revealed that moderation of those Grade 10 portfolio assessment tasks which occur at school level by the HoD, focused mainly on the accuracy of mark transfer from the learner’s script to the mark sheets rather than on the quality of the assessment task. The study further revealed a corroboration of concepts used in the conceptual framework based on the SABS ISO 9004-2, as educators do not have acceptable level of establishing quality structure or measures for effective control, evaluation and improvement of service quality throughout all stages of learning and assessment. The difficulty was attributed to educator’s lack of knowledge with regard quality assurance mechanisms, assessment and the terminology associated with Outcomes Based Assessment. Copyright / Dissertation (MEd)--University of Pretoria, 2011. / Science, Mathematics and Technology Education / unrestricted