This study aimed to describe the nature of teaching English as a second language in Grade 3 to inform language instruction. Pragmatism guided the study with Differentiated Instruction as the theoretical framework. A comparative case study, based on an embedded mixed method design, was used to observe three teachers in two remote primary schools. Qualitative data included non-participative classroom observations, face-to-face semi-structured interviews, and selected documents. Supportive quantitative data was collected by means of the Classroom Observation Schedule-Revised (CLOS-R) to determine the effective literacy instructional practices applied. Thematic analysis was guided by a-priori codes of effective teaching practices of English as a second language for academic purposes. Findings provide evidence-based descriptions of foundation phase teachers’ teaching of an additional language in two rural schools. They indicate that teachers managed the behaviour of learners and provide a predictable routine. However, the classroom was not used as a resource to promote literacy development through the physical arrangement or by creating opportunities for social interaction. Instructional practice did not appear purposeful and teachers lacked awareness of the learners’ needs. The teachers did not seem to have sufficient training or experience to teach English to Grade 3 learners. Their low level of English proficiency combined with a lack of resources to support language enrichment made it difficult for them to meet the learning challenges faced by rural learners. Language instruction seemed to focus on structure, compromising the development of the independent academic language skills needed to make the transition in Grade 4 to English as the Language of Learning and Teaching. They were thus unable to fully fulfil their role as a knowledge specialist and a learner expert. The results of this study are similar to findings in the literature (Fleisch, 2008). / Dissertation (MEd)--University of Pretoria, 2014. / tm2015 / Educational Psychology / MEd / Unrestricted

The purpose of this study was to explore foundation phase teachers' perceptions of the way in which supportive school environments are being created for children from same-sex parented families. It focused specifically on how foundation phase teachers perceive their role in accommodating, including, and positively representing the same-sex parented family in their classroom practice. Current literature highlights the negative experiences of homophobia and heteronormativity in schools, together with the need to create more supportive school environments for children from samesex parented families. The increasing prevalence of same-sex parented families in South Africa has created the need for extended research in this regard, and yet there is a gap in national literature on the school experiences of children from this nontraditional minority family form. Foundation phase teachers play a central role in teaching their young learners to accept and celebrate diversity. However, no research has been done in South Africa to explore foundation phase teachers' perspectives on their role in interrupting heteronormativity in their schools and classrooms. This study was approached from an interpretive paradigm and qualitative methods were employed to collect and analyse the data. Individual interviews were conducted with four foundation phase teachers, and interpretive thematic data analysis techniques were used to analyse the data. Culturally responsive pedagogy was used as a framework to explore barriers to inclusion, and to recommend ways in which foundation phase teachers in South African schools can be supported in creating safe, positive and counter-heteronormative school environments for children from same-sex parented families. / Dissertation (MEd)--University of Pretoria, 2016. / Educational Psychology / MEd / Unrestricted

The purpose of this study was to explore, describe and explain the transitions of individuals within a twinship from Grade R through to Grade 2, and thus offer an in-depth description of such participants’ transition experiences and perspectives. I focused my investigation on the overall transitions of the individuals within a twinship from Grade R through to Grade 2, and included variables such as stress, stressors, emotions, coping, and life skills. In this qualitative research study, I used a case study research design and conducted the research from both an interpretivist and social constructivist point of view. The primary participants in the research were two monozygotic individuals within a twinship (boys), their mother, and their Grade R, Grade 1 and Grade 2 teachers. I commenced the fieldwork when the individuals within a twinship were in Grade R and five years old, and tracked their transitions through until their Grade 2 year when they were eight years old. During their Grade R year, I taught the individuals within a twinship certain life skills by utilizing creative, age-appropriate worksheets and play activities. I continued to utilize such activities as a catalyst for collecting data throughout their Grade 1 and Grade 2 years. I also conducted semi-structured interviews with their mother and teachers. During visits to their school, I also observed the individuals within a twinship in their natural setting. The findings of the study suggest that the transition of the individuals within a twinship effected mainly trouble-free transitions from Grade R through to Grade 2 largely because of their positive attitudes and behaviour, their self-confidence, their pleasure in tackling new experiences, the security and support they enjoyed as co-individuals within a twinship, their satisfying friendships, the positive qualities of their teachers, the learned life skills, their realistic expectations of Grade 1 and Grade 2, and their ability to cope satisfactorily with their academic work. The negative stressors during these transitions were bullies and the disruption caused by disobedient children. A key finding of this study was that the transition of the individuals within a twinship to Grade 2 was, to some extent, more stressful than their transition to Grade 1 because of more demanding academic expectations in Grade 2. In spite of this, they characterized their Grade 2 holistically as enjoyable and rewarding. The learned life skills helped them to cope with various stressors, though the overall support structures of the individuals within a twinship were most influential in their largely trouble-free transitions from Grade R through to Grade 2. The learned life skills enabled the participants to deal successfully with bullies, to develop rewarding friendships, and with emotional control. It was apparent throughout this research that the individuals within a twinship enjoyed all the advantages of supportive social structures including a stable and safe home and school environment, This resulted in good relationships with each other, their parents siblings, teachers and friends. / Thesis (PhD)--University of Pretoria, 2012. / Educational Psychology / unrestricted

Magister Educationis - MEd / This study investigated the use of folktales in enhancing literacy development among Grade 3 isiXhosa-speaking learners in one Western Cape primary school. It was inspired by my quest to explain the low literacy performance levels of Foundation Phase learners, especially those taught through the medium of African languages. Although learners are taught in their mother-tongue in this phase, the reported national literacy results do not reflect this educational advantage. Education reports continually indicate low literacy levels in the Annual National Assessments (ANAs). Underdeveloped literacy skills are likely to have a negative impact on the child’s academic progress throughout and beyond the schooling years. This study focused on the use of folktales in fostering imaginative and critical thinking as folktales present language in its natural state. They are regarded as the best tool for whole language and literacy development. Folktales are central to the indigenous knowledge system (IKS) which is an educational and cultural tool that exposes children to oral literacy, even before they acquire literacy My enquiry is premised on the idea that technology should not replace the indigenous knowledge that may be acquired through folktales. Instead, deeper sustainable research into the role of folktales in children’s acquisition of indigenous knowledge is of paramount importance for generating creative and analytical responses and for understanding the role of folktales in young children’s education. For these reasons this study applied qualitative research methodology to investigate how teachers make use of folktales to enhance Grade 3 learners’ literacy skills in isiXhosa. It drew on Sociocultural Theory to explore their pedagogical strategies in this endeavour.The findings show that folktales are oral epistemic tools which may be utilised to foster a learnercentred approach that promotes learners’ ability to grasp ideas. The study concludes that folktales are instruments of pedagogical, social and cultural knowledge which may be used across the curriculum.

The purpose of this exploratory case study was to explore and describe foundation phase teachers’ viewpoints on the viability of response to intervention (RTI) in their school context. The conceptual framework supporting this study was guided by sociocultural and social constructivist perspectives on learning and included the concepts of mediation, zone of proximal development, scaffolding and differentiated instruction which are concepts that underpin an RTI approach. Guided by an interpretivist paradigm, this qualitative case study provided insight into the viewpoints of nine foundation phase teachers on whether they believed an RTI approach could be viable within their own school context. The findings suggest that the participants envision numerous challenges in the implementation of RTI in their school context. They believe that a lack of resources and challenges associated with the curriculum could potentially prevent the effective implementation of RTI components and therefore decrease the viability of RTI in their school context. The participants believe that if certain challenges, such as a lack of time and a lack of qualified teaching staff, could be addressed and overcome, then an RTI approach could become viable in their school context. They believe an effective RTI implementation could yield benefits associated with improved overall learning in the classroom. Furthermore, the participants believe that RTI could potentially result in a reduced need for financial resources to pay for referrals to learner support specialists, which they currently perceive as a challenge in their learner support practices. / Dissertation (MEd)--University of Pretoria, 2020. / Educational Psychology / MEd / Unrestricted

Magister Artium - MA / Several studies concur that children from a disadvantaged background are as prepared for formal schooling, compared to their advantaged peers who have access to attend good quality pre-schools. This is particularly true regarding the literature aimed at understanding the challenges that impede school readiness of Foundation Phase learners and the consequences of poor school readiness on learner’s school performance. The overall aim of the study was to explore Foundation Phase teachers’ experiences and perceptions of the challenges that impede school readiness. The research questions for this study probed the challenges that impede the school readiness of Foundation Phase learners of low-to middle-income background; the consequences of poor school readiness on learners’ school performance; the challenges encountered in the classroom by teachers regarding learners with poor school readiness; and the programmes used to assist children with poor scholastic performance. The study was informed by Bronfenbrenner’s Bio-ecological Systems Theory, to understand how the environment shapes the development of a child. The study adopted a qualitative methodological framework with an exploratory research design. The design was suitable since limited literature exists on this topic, thus proving in-depth information of Foundation Phase teachers about the phenomenon under study. Furthermore, a total number of 20 participants were included in this study, and participants were purposively selected. Data was collected by means of semi-structured individual interviews and was thematically analysed.

Magister Artium (Psychology) - MA(Psych) / Several studies concur that children from a disadvantaged background are as prepared for formal schooling, compared to their advantaged peers who have access to attend good quality pre-schools. This is particularly true regarding the literature aimed at understanding the challenges that impede school readiness of Foundation Phase learners and the consequences of poor school readiness on learner’s school performance. The overall aim of the study was to explore Foundation Phase teachers’ experiences and perceptions of the challenges that impede school readiness.

Dissertation submitted in partial fulfilment of the requirements for the degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University of Zululand, South Africa, 2014. / This research aimed to determine the perceptions that Foundation Phase educators from schools in the Lower Umfolozi District held towards disruptive behaviour. It studied the perceptions of educators towards the characteristics of disruptive behaviour, as well as the extent that it existed in their classrooms and the impact that it had on teaching and learning. A survey questionnaire was distributed to educators from 26 schools and 92 questionnaires were returned. The researcher used SPSS to conduct data analysis. Findings suggest that a majority of the educators experienced disruptive behaviour in their classrooms. They perceived similar behaviours to be disruptive, with many participants identifying ‘shouting out’, ‘walking around the classroom’, ‘talking in class’ and ‘playful behaviour’ as being disruptive. The results from the survey suggest that disruptive behaviour did affect their teaching, both in terms of educator motivation and the quality of teaching, as well as the learning of the students in terms of academic outcomes.

A thesis submitted in fulfilment of the requirements for the Degree Doctor of Philosophy for the Department of Curriculum and Instructional Studies, Faculty of Education at the University of Zululand, 2018. / The continuous protest from various quarters of society about the weakening education standard are a concern. Chess has been found to be a solution to remedy this problem in many countries through studies testing its effectiveness on the learners. However, very little is said about the teachers who are key in the success of this integration. This study aimed at getting the perspectives of the stakeholders regarding the incorporation of chess into the curriculum in the four subjects in the Foundation Phase, namely, isiZulu, English, Mathematics and Life skills. This qualitative design research looks at the perspectives of the stakeholders about the impact of incorporating chess into the curriculum practice through the Tsogo Sun Moves for Life programme piloted in the King Cetshwayo district. Through interviews, observations and document analysis, this study acquired the insights of 14 teachers who work as Tsogo Sun Moves for Life facilitators in schools under the programme, the district official who is tasked with ensuring that the curriculum is well delivered in schools, and the Tsogo Sun Moves for Life co-ordinator who assist the facilitators in incorporating chess into the curriculum. The study reveals that teachers find chess to be helpful as it helps the learners learn better while having fun, their attention span is increased, and they tend to concentrate better when chess is integrated. However, the teachers face many challenges as they struggle to merge chess into the curriculum, from those who view it as an add- on detached from the curriculum, and therefore see it as additional workload for them. The language used in the chess instruction appeared to be a challenge as the chess resources are not written in the learners’ home language.

Background: This study formed part of a larger longitudinal research study by Jordaan (2009), who tracked the development of language for academic purposes in grade 1- 3 English Additional Language (EAL) and English First Language (EFL) learners attending English only programmes in Gauteng over a period of three years. These learners attended schools in two different educational contexts where there is a marked heterogeneity in the linguistic backgrounds of both the learners and teachers investigated. Results from Jordaan’s (2009) study revealed that some EAL and EFL learners appeared to be slow in the development of their academic language abilities (as no progress was evident over the period of three years), relative to their peers, and thus these learners may have a language impairment. Purpose: This study investigated in detail, these “slow to learn” EAL and EFL learners in the foundation phase, in order to determine whether they have a language impairment and to determine how the language impairment manifests in these learners. Participants: Sixteen learners (5 EFL learners and 16 EAL learners) who demonstrated no improvement in their academic language abilities from grade one to grade two as determined by their performance on the Diagnostic Evaluation of Language Variation Criterion Referenced (DELV-CR) test were the participants of this study. Method: The participants were assessed on the Automated Working Memory Assessment (AWMA) test, a Non Word Repetition test (Dollaghan & Campbell, 1998), a Sentence Repetition test (Redmond, 2005) and the Gray Oral Reading Test (GORT-4). Educators were also asked to rate these learners’ oral language, written language and reading comprehension abilities on a scale of 0- 5. The research design utilized was a non experimental, descriptive quantitative design, involving both correlational and comparative components. The data obtained was then analysed using descriptive and inferential statistics. Pearson correlation coefficients were calculated to establish whether there was a relationship between the cognitive processing and the language proficiency measures as well as the teacher ratings in order to provide information regarding these tests as assessment tools for EAL learners as well as to further enhance the validity of this study. Independent sample t-tests were also conducted to determine whether there were any significant differences between the EFL and EAL learners’ performance in the two different educational contexts, so as to establish whether bilingual learners with language impairment are more severely impaired than monolingual learners with language impairment. Results: Based on the analysis of these learners’ performance on the DELV-CR test, results indicated that all sixteen participants presented with SLI and were not just “slow to learn”. The EAL-SLI learners in both contexts performed poorly on the reading comprehension test and were rated lower than their aged matched peers on the teacher rating scales. Furthermore, when comparing these EAL-SLI learners’ performance on the DELV-CR test to the performance of the EFL-SLI learners, the EAL-SLI learners as a group appeared to have performed more poorly than the EFL-SLI learners on all three subtests. As significant differences were found between the EAL and EFL learners’ performance on the DELV-CR test, the results suggested that bilingual learners with SLI, who acquire a second language sequentially, are more impaired than monolingual learners with SLI. The EAL-SLI learners also presented with visuo-spatial short term and working memory deficits and even though a large majority of the learners presented with verbal short term and working memory difficulties, not all the learners presented with cognitive processing difficulties. This finding has implications for the theories of SLI. However, the sentence repetition task was found to be a useful tool in differentiating between the “slow to learn” EAL learners and EAL-SLI learners and furthermore this test also positively correlated with various sections of the DELV-CR test which adds to the value of this test as an assessment tool in EAL learners. Positive correlations were also found between the teacher ratings of the EAL-SLI learners and the subtests of the DELV-CR test which indicates that teachers have the ability to correctly identify learners with language learning difficulties. Positive correlations were also found between the digit repetition subtest, the non word repetition test and the sentence repetition test which adds to the validity of this study. Conclusion: The results obtained from this study demonstrated that bilingual learners with SLI who acquire a second language sequentially are additionally disadvantaged compared to their EFL-SLI peers in the acquisition of certain aspects of academic language. Furthermore, although research has shown that cognitive processing measures are less biased in the assessment of linguistically diverse learners, results indicated that the DELV-CR test identified more accurately, learners with language impairment whereas the cognitive processing measures provided contradictory and biased results with the verbal working memory subtest over identifying learners “at risk” for language impairment. Finally, the use of sentence repetition tasks in the differentiation between “slow to learn” and language impaired EAL learners proves to be promising.