In the South African context, it is currently assumed by most role players in education that teacher graduates are proficient in the medium of instruction they will use once they start their careers. This may be a reason why currently there is no mandatory testing of teachers‟ language proficiency. Due to social, economic and historical factors, English has become the medium of instruction at most educational institutions in South Africa, yet less than 10% of the population speak English as a home language. Consequently, an overwhelming number of learners are being taught in a language other than their home language and often by teachers not adequately prepared to teach through the medium of English. In the absence of mandatory testing and with the complex language situation in South African classrooms, this case study aimed to determine the perceptions held by pre-service teachers and their mentors regarding their English proficiency at entry to the teaching profession. This was done by answering the following research question: What is the perceived Classroom English proficiency of final year pre-service teachers prior to graduating? The conceptual framework was grounded in Uys‟s (2006) model of Classroom English proficiency and the methodology employed was quantitative in nature. Instruments used to collect data included an observation schedule completed by mentor teachers observing pre-service teachers presenting the fifth lesson of their first internship period, and a questionnaire completed by the pre-service teacher directly after the observed lesson. Both instruments were adapted from Elder‟s Classroom Language Assessment Schedule (1993, 2001), and each included 42 items related to various language proficiency variables rated on a four-point Likert scale. Data were analysed using various statistical measures comparing groups and subgroups within the sample. Key findings included a significant statistical difference between how English Home Language (EHL) pre-service teachers perceived their language proficiency and those who are English Additional Language (EAL) preservice teachers. EHL pre-service teachers perceived their Classroom English proficiency better than EAL pre-service teachers. The same trend was evident among the perceptions of mentor teachers. Pedagogical language and voice skills emerged as areas in which additional support was required by EAL pre-service teachers. Further research avenues to explore relate to the feasibility of administering refined instruments among teachers to determine not only what the perceptions would be on a national level but also to assess their Classroom English proficiency, followed by possible interventions. / Dissertation (MEd)--University of Pretoria, 2014. / lk2014 / Social Studies Education / MEd / Unrestricted

Philosophiae Doctor - PhD / The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life. The findings indicate that the textbook is still relevant and can be used in some creative ways of teaching. The study also affirms that it is possible to develop your own textbook, which can add a greater connection between the teacher and the learner.

Philosophiae Doctor - PhD / The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life.

Magister Educationis - MEd / The use of literature-based reading has a significant impact on the development of critical literacy (Tung and Chang, 2009). Based on the Cultural-Historical Activity Theory and Vygotsky’s theory of collaborative learning, this interpretive qualitative case study aimed at exploring how Grade 10 English Home Language poetry was taught in the development of critical literacy. Research was conducted at two schools in the Northern Suburbs of Cape Town in which lesson observations, focus group discussions, post-observation interviews, and field notes were used to amass data. Cultural-Historical Activity Theory, Critical Discourse Analysis, and insights from Boler’s (1999) pedagogy of discomfort were used to analyse data. This study found that despite teachers’ being favourably disposed towards poetry, they harbour covert feelings of inadequacy in teaching the genre which lead to the adoption of coping mechanisms. / 2023

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

A minor dissertation submitted in partial fulfillment of the requirements of the degree of Master in Education Faculty of Humanities University of the Witwatersrand / As a prescribed Grade 12 IEB (Independent Exams Board) English Home Language (HL) text, Absolution written by Patrick Flanery (2012) has proven to be a very difficult text to teach. It is for this reason that I have chosen to conduct research into the various ways that Grade 12 teachers have approached the teaching of this novel. In my experience as a Grade 12 English teacher my engagement with a vast variety of IEB prescribed English texts has been wholly accessible to learners and teachers, offering complete engagement and understanding of the various concepts explored within each text. As IEB (Independent Exams Board) prescribed English texts remain prescribed for the duration of two years, each year provides an opportunity to further develop my experience in conveying the nuances relating to theme, character and style. In my experience, such a process has always been achievable, satisfying and highly rewarding; however the option to select Absolution as the Grade 12 English Home Language set text for 2015 and 2016 presented challenges due to the complexities of both style and content inherent in this text. The unusually dense nature of this text has made it extremely difficult for Grade 12 learners to engage with the novel in a profound way. It is for this reason that I would like to conduct research into the methods and underlying models for teaching literature that IEB English teachers have used when approaching the teaching of this specific text in their Grade 12 English classrooms. Drawing on the models for teaching literature as first proposed by Ronald Carter and Michael Long (1991) as well as Gillian Lazar (1993), various teacher approaches will be investigated. Using a qualitative method of research, questionnaires were completed by two teachers from an independent school for girls and three teachers from an independent school for boys. Focused group interviews were conducted with one teacher from each of the schools as a way of clarifying certain responses to the questionnaire that was initially completed. Careful analysis of the data provided through both the questionnaire and the focused group interview, led to the conclusion that understanding literary theory as well as the context in which the novel is set is fundamental in allowing for an intensive study of the novel as well as a clear understanding of the nuances contained within the novel. / Andrew Chakane 2021

The aim of this study was to examine the alignment of teaching, learning and assessment in English home language in grade 10 in Johannesburg District 9. A literature study investigated the theoretical background to Outcomes-based education, the definition of outcomes, Outcomes-based assessment and the role of feedback in the alignment of teaching, learning and assessment. In addition this alignment in English home language was explored. For the qualitative investigation teachers from three schools participated in individual interviews and a content analysis. Major findings included: the teachers were intuitively aware of the importance of the alignment of teaching, learning and assessment, the implementation of the alignment was also intuitive and not explicitly planned. The teachers did not understand the assessment standards attached to each learning outcome. Continuous assessments were not used for learning. The study concludes with recommendations to improve the alignment of teaching, learning and assessment in English home language. / Educational Studies / M.Ed. (Specialisation in Curriculum Studies)

The aim of this study was to examine the alignment of teaching, learning and assessment in English home language in grade 10 in Johannesburg District 9. A literature study investigated the theoretical background to Outcomes-based education, the definition of outcomes, Outcomes-based assessment and the role of feedback in the alignment of teaching, learning and assessment. In addition this alignment in English home language was explored. For the qualitative investigation teachers from three schools participated in individual interviews and a content analysis. Major findings included: the teachers were intuitively aware of the importance of the alignment of teaching, learning and assessment, the implementation of the alignment was also intuitive and not explicitly planned. The teachers did not understand the assessment standards attached to each learning outcome. Continuous assessments were not used for learning. The study concludes with recommendations to improve the alignment of teaching, learning and assessment in English home language. / Educational Studies / M.Ed. (Specialisation in Curriculum Studies)