Thesis (M. Tech.) - Central University of Technology, Free State, 2010 / English is listed as the official or second official language in forty five countries. It is the majority language in twenty seven countries. English is spread vastly over the world, resulting in scores of speakers (Kitao, 1996). However, in countries where English is not the dominant language, language schools are available to assist in the acquisition of the language. It is stated that EFL methods are effective and thriving in teaching English to non-native speakers. It is further pointed out that EFL methods rival those used in traditional classes which mainly use teacher-orientated-language whereas TEFL focuses on enhancing student-orientated-language in a classroom (http://teflonline.com). The research’s importance stems from the area of focus and purpose. It is the primary purpose of this paper to examine whether improved possibilities and imperatives of language acquisition to subjects and teachers are offered by TEFL methods. The dissertation derives greater primary importance upon consideration of the effectiveness of TEFL in multi-lingual classrooms. This dissertation will determine whether EFL methods are in fact more effective and efficient in teaching English than other known methods. On another point it should then be possible to improve TEFL methods and take them to further possibilities such as online classes or web-based-training. The dissertation’s aim is to critically review TEFL as an effective method of teaching English in a multi-lingual environment. This is done by incorporating the TEFL teaching methods into an experimental classroom of students from different ethnical backgrounds, age groups and mother tongues – except English. By critiquing the TEFL course content and using contextual and literature reviews, internet research, questionnaires, observations, interviews and formative assessment opportunities, data were gathered on participant perspectives on the following key questions of the research: 1. Do the TEFL teaching techniques differ from those in traditional English classrooms? 2. If this is the case, how do these techniques differ? 3. Do the students benefit from TEFL, or may/can they benefit? 4. And do teachers benefit by using TEFL techniques in the classroom? The Researcher is a qualified TEFL educator and aims to make an in-depth study of EFL techniques and whether it can be effective in a multi-lingual classroom. The study is conducted at the Hochschule für Technik und Wirtschaft, Aalen (HTW Aalen) and the Educcare day-care centre in Stuttgart, Germany. xvi Three case studies were conducted throughout the course of this research. A total of fifteen months and thirty-six subjects of different ages, ethnicities and genders participated in observational case studies. The remaining nine months were utilised in preparation of the case studies and drafting of the research paper. The conclusions drawn from this research are definitive distinctions in the subjects’ ability to acquire English by means of EFL methods. The EFL methods were widely accepted by the case subjects. The research showed that the subjects enjoyed the student-orientated classroom, because they felt included in the proceedings of the lessons. This was done by the EFL way of encouraging the potential in the students to actively part-take in the lesson by talking freely, known as Student Talking Time (STT). According to questionnaires and interviews the subjects declared that STT gave them the ability to possess control over the speed and strength in which they acquire the new information. The students did not feel like they were only absorbing information provided to them by the teacher, instead they felt like active participants in the learning process. The teacher, on the other hand also benefits from EFL. The first advantage for EFL educators is more freedom in lesson planning. Due to the fact that TEFL focuses on increasing the STT in classrooms, the teacher’s responsibility shifts from a leading to an assisting function. This gives the possibility to the lecturer to have many potential scenarios for one lesson to the contrary of a strict lesson plan. A stringent lesson plan in traditional classes usually does not allow derivation from the original path or derivation is only possible for very experienced teachers (http://teflonline.com). In the EFL classes a standard path is not needed. Instead it is essentially necessary to be prepared for many likely situations as a reaction to the current needs of the classroom. As an additional benefit the positive reaction of the students to the teaching methods increases the teacher’s motivation. The lecturer1 can then pass this positive effect back to the students and provoke more self-confidence in the students when teaching. This overall self-enhancing cycle shows, in conclusion that incorporating EFL teaching methods into a lesson, realises the main objective of every language teacher: to assist students in acquiring the target language. In addition it is the aim of this research that the findings may participate in future development and improvement in educational systems where teaching a second or foreign language to students, whether English or any other foreign language.

In defining Inclusive Education, the Education White Paper 6 (South African Department of Education 2001:6) highlights a crucial factor: acknowledging and respecting, amongst other things, language differences in learners. In a developing country like South Africa, a myriad of languages exist. Despite the creation of language awareness by adopting a number of official languages, English appears to be the most common lingua franca – a language that is very often learnt as a second language and as a medium of instruction at schools. On the other hand, IsiZulu is a prominent first language for many South Africans. Emanating from the above, this study focused on IsiZulu-speaking foundation phase learners’ experiences of English as a second language in English medium schools. Additionally, this study examined the reasons for the parents of IsiZulu-speaking foundation phase learners choosing to enroll their children in English medium schools. A literature study on second language acquisition and the factors that impact on the English second language learner in the English medium schools was undertaken. A combination of qualitative and quantitative approaches were used to obtain data from foundation phase educators, IsiZulu-speaking foundation phase learners, and the parents of IsiZulu-speaking foundation phase learners in four English medium primary schools in the Port Shepstone region. Individual interviews were conducted with learners and educators and a questionnaire was used as the main instrument for gathering data from parents. Qualitative data was subjected to analysis by means of an eclectic approach. Quantitative data analysis was done by means of tables, frequencies and graphs. This study found that IsiZulu-speaking foundation phase learners were happy to be enrolled in English medium schools. They interacted well with their peers and they coped well with conversational skills in the English language. However, educators emphasised that reading, writing, and comprehension appeared to be cognitively challenging to learners. Pronouns, pronunciation of words in English, grammar, and figurative language were seen to be problematic areas. This also contributed to speaking anxiety that was espoused by learners and educators. Reading anxiety was also seen to be prevalent. Educators believed that learners exhibited predominantly positive attitudes which indicated that they were motivated to learn. Although integrative motivation and instrumental motivation were seen to play a dual role in learners’ experiences, the parents’ views were strongly influenced by instrumental motivation. Despite the fact that integration as an acculturation process was seen to be dominant in the learners’ responses, educators believed that assimilation and separation were also apparent. Learners were adapting to the cultural contexts of the schools. However, maintaining of eye contact during conversations and lessons was seen to be preventing learners from being able to optimally benefit from the lessons. There were various reasons for the parents choosing to enroll their children in English medium schools. One of the prominent reasons advanced by parents was the fact that most of them (94,4%) enrolled their children in English medium schools because they wanted their children to speak English fluently. Evidently, the English language has impacted on all aspects of IsiZulu-speaking foundation phase learners’ lives. / Educational Studies / M.Ed. (Inclusive Education))

Thesis (M.Ed.)--University of South Africa, 2002.

Submitted in compliance with the requirements for the Master’s Degree in Technology: Language Practice, Department of Media, Language and Communication, Durban University of Technology. Durban, South Africa, 2015. / This study investigated the impact of medium of instruction (MOI) on the learning of computer technology, and took place in two second-language contexts where this was being taught. The first context was that of Computer Applications Technology (CAT) lectures given to isiZulu-speaking students, mainly female, in KwaZulu-Natal. The second context was that of teaching Instructional Technology (IT) to Arabic speaking students in the Middle East. The goal of this research was to understand how students overcame any language barriers which they might face in the teaching and learning of computer technology through the medium of English. It was hoped that the insights gained might be used to support English second language (ESL) learners in acquiring the language skills necessary for effective learning of computer technology. The research approach used was action research for both the groups, using the data collected to construct two case studies, as local customs resulted in differences in both course delivery and measures to assist ESL learners to gain fluency in the MOI. Data were collected in two case studies, comprising notes of personal reflections, field notes, researcher-developed questionnaires and comparisons of translated assessments to second language learners. The finding from two groups could then be compared and contrasted with each other to see which language barriers experienced in learning computer technology were common to both ESL groups and which were context-specific, as well as which context-specific factors might be involved. The study of different cultural groups in the setting of a different continent provided the opportunity to triangulate the data, and thus achieve more reliability and validity than would be achieved with one cultural group in a common context. This study discusses the findings of the above-mentioned investigation in two main areas: how the MOI affected the academic results obtained by students and how it impacted on their learning capacity. The findings confirm the fact that, the earlier children attend an English medium school, the easier it is for them to achieve better results, and therefore there is less need for translation or interpretation at tertiary level. Further research is required to determine what Higher Education institutions could do to develop second language learning competences so as to facilitate the learning of technical subjects such as computer technology.

published_or_final_version / Education / Master / Master of Science in Information Technology in Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education