Reading is currently a great concern in South Africa with most learners reading below their grade level. In order to remedy this problemthe Department of Education (DoE) has launched a number of campaigns to ensure learners are continuously monitored and evaluated. The purpose of this study is to explore how Grade 4 teachers support learners with word recognition problems in an inclusive classroom. Grade 4 is a transitional grade from mother tongue to English as the medium of instruction in most of Gauteng schools. This shift creates a challenging factor when teaching reading. Although the teachers’ in this investigation were professionally trained not all were trained on how to teach reading and such components as word recognition and lack of strategies raised a major concern. The DoE (2005:67) also stressed that in applying teaching methods teachers should bear in mind that there is no single classroom in which all learners will be exactly the same or learn in the same way and same pace. Hence, teachers need to be creative when dealing with word recognition problems in order to be able to accommodate different learners in an inclusive classroom. In addressing the challenges faced this study uses Bronfenbrenners ecological system theory and qualitative research design to examine how teachers support learners with word recognition problem. The interview questions were firstly piloted with one of the neighbouring Grade 4 teacher. After the pilot study six Grade 4 teachers from four different primary schools were interviewed and observed and their documents were also analysed. The analysis used Creswell’s method and the finding highlighted factors which affect Grade 4 teachers when supporting learners with word recognition. The factors include the following: understanding the Grade 4 learner, curriculum changes in Grade 4, teacher training in the teaching of reading, teaching reading in Grade 4, addressing word recognition in Grade 4, insufficient district support, lack of parental involvement, lack of enough resources and time allocation and lesson plans. Based on the findings, recommendations were made on how to support Grade 4 learners with word recognition problems. / Inclusive Education / M. Ed. (Inclusive Education)

Reading is currently a great concern in South Africa with most learners reading below their grade level. In order to remedy this problemthe Department of Education (DoE) has launched a number of campaigns to ensure learners are continuously monitored and evaluated. The purpose of this study is to explore how Grade 4 teachers support learners with word recognition problems in an inclusive classroom. Grade 4 is a transitional grade from mother tongue to English as the medium of instruction in most of Gauteng schools. This shift creates a challenging factor when teaching reading. Although the teachers’ in this investigation were professionally trained not all were trained on how to teach reading and such components as word recognition and lack of strategies raised a major concern. The DoE (2005:67) also stressed that in applying teaching methods teachers should bear in mind that there is no single classroom in which all learners will be exactly the same or learn in the same way and same pace. Hence, teachers need to be creative when dealing with word recognition problems in order to be able to accommodate different learners in an inclusive classroom. In addressing the challenges faced this study uses Bronfenbrenners ecological system theory and qualitative research design to examine how teachers support learners with word recognition problem. The interview questions were firstly piloted with one of the neighbouring Grade 4 teacher. After the pilot study six Grade 4 teachers from four different primary schools were interviewed and observed and their documents were also analysed. The analysis used Creswell’s method and the finding highlighted factors which affect Grade 4 teachers when supporting learners with word recognition. The factors include the following: understanding the Grade 4 learner, curriculum changes in Grade 4, teacher training in the teaching of reading, teaching reading in Grade 4, addressing word recognition in Grade 4, insufficient district support, lack of parental involvement, lack of enough resources and time allocation and lesson plans. Based on the findings, recommendations were made on how to support Grade 4 learners with word recognition problems. / Inclusive Education / M. Ed. (Inclusive Education)

Thesis (M. A. (English Studies)) -- University of Limpopo, 2021 / The purpose of this study was to explore strategies employed by teachers to develop language proficiency of Grade 4 learners. Qualitative case study was adopted to identify and describe the effectiveness of strategies employed by teachers. Data collection was done using semi-structured interviews, non-participant observations and document analysis. Four (4) Grade 4 teachers who teach EFAL at Toronto Primary School participated in the study. The findings indicated that learner-centred strategies such as group work, peer teaching, scaffolding and discussion were effective in engaging learners in the learning and teaching process. Teachers also employed code switching and individual instruction as remedial strategies to further facilitate better understanding of the content. The findings also showed that sometimes the strategies were not effective due to disruptive behaviour. CAPS training, teaching experience and collaboration of teachers enabled teachers to execute the strategies successfully in regardless of scarcity of resources and overcrowded classrooms. The findings also revealed that teachers experienced challenges such as overcrowded classrooms, lack of resources, lack of teaching aids, time allocated to teach EFAL and lack of support from the parents to teach EFAL effectively and these challenges still need to be addressed to allow smooth learning and teaching of EFAL. Recommendations from the study were made on how teachers can overcome problems they experience in the teaching of EFAL. Key terms: EFAL, Learner-centred approach, Grade 4.

The advent of democrary in South Africa in the early 1990's led, due to choice or circumstances, to the influx of numerous learners whose home language is an indigenous language, into school environments where the language of learning and teaching (LoLT) is English. These learners are confronted with the challenge of mastering the curriculum content while simultaneously learning English in which it is couched and instructed. When the LoLT differs from learners’ home language, this difference can be an educational barrier, which if not addressed timeously and effectively, may become a major challenge to a fully inclusive education system. The main aim of this research was to investigate whether Grade 4 English second language learners who experienced barriers to English as LoLT were supported in all subjects. The research also probed how effectively these learning support strategies were being implemented under the guidance of SBSTs at mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)

The advent of democrary in South Africa in the early 1990's led, due to choice or circumstances, to the influx of numerous learners whose home language is an indigenous language, into school environments where the language of learning and teaching (LoLT) is English. These learners are confronted with the challenge of mastering the curriculum content while simultaneously learning English in which it is couched and instructed. When the LoLT differs from learners’ home language, this difference can be an educational barrier, which if not addressed timeously and effectively, may become a major challenge to a fully inclusive education system. The main aim of this research was to investigate whether Grade 4 English second language learners who experienced barriers to English as LoLT were supported in all subjects. The research also probed how effectively these learning support strategies were being implemented under the guidance of SBSTs at mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)