English Second Language {ESL) teaching has undergone noticeable changes in recent years. One such change, based upon current second language teaching theory, has been a striving for authenticity and relevance in ESL classrooms. Innovations in ESL resulting from such a striving, have been collectively labelled as Communicative Language Teaching {CLT). A new generation of ESL core syllabuses and course books has arisen, based upon the ideals and terminology of CL T. In spite of official sanction from education departments there was perceived to be an apparent lack of communicative activities in many ESL classrooms. This study considered the extent of this perceived absence of CL T approaches from ESL classrooms in certain Ciskeian secondary schools. Using purposeful sampling a group of Ciskeian ESL teachers was identified for possible classroom observation. The purpose of this qualitative study was to provide a "thick description' of ESL classroom life, with an emphasis on the orientation of the teachers towards CL T. A measure of typicality in the findings derived from such observation would allow for the applicability of such an understanding of classroom life to other schools in the Ciskei region and in the greater Eastern Cape Province. The study addressed the following two issues: * The changes that have occurred in English Language teaching methods with particular reference to CL T and the claim that can be made for CL T to be considered as an educational innovation; * The extent to which CL T was encountered in the Ciskeian ESL classrooms observed and the role that the teachers in these classrooms fulfill as agents of change in the light of the innovative nature of CL T. A literature study was undertaken of the theory and practice of Educational Innovation and CL T. Because of a desire to locate this research in a qualitative paradigm consideration was given to the theoretical underpinnings of Qualitative Research in general, and of Ethnography in particular. Teachers in the study were identified by means of their responses to a questionnaire designed to establish the teacher's perceived inclination to CL T. The subsequent data collection strategy included classroom observation, the use of an observation protocol (the Communicative Orientation of Language Teaching-COLT), audiorecordings of lessons observed and teacher interviews which were recorded and transcribed. Analysis and interpretation of the data led to a series of statements indicating the extent of the CL T orientation of the classrooms observed. Synthesis of these statements revealed that classrooms were organized around teacher-centered, wholeclass, pedagogic activities supporting a 'transmission' mode of teaching. this supported the earlier perception that there was a lack of communicative activities in CL T classrooms. Arising out of these findings were a number of implications for the teachers in the sample, for the college of education which had produced these teachers, and for the Eastern Cape Department of Education. It was suggested that there should be a commitment on the part of the teachers to CLT, a sensitivity on the part of the college to the need for sound theoretical and practical pre-service training for prospective ESL teachers, and the recognition on the part of the Department of a need for a comprehensive programme of CL T in-service training. / Language Education Arts and Culture / D. Ed. (Didacticts)

English Second Language {ESL) teaching has undergone noticeable changes in recent years. One such change, based upon current second language teaching theory, has been a striving for authenticity and relevance in ESL classrooms. Innovations in ESL resulting from such a striving, have been collectively labelled as Communicative Language Teaching {CLT). A new generation of ESL core syllabuses and course books has arisen, based upon the ideals and terminology of CL T. In spite of official sanction from education departments there was perceived to be an apparent lack of communicative activities in many ESL classrooms. This study considered the extent of this perceived absence of CL T approaches from ESL classrooms in certain Ciskeian secondary schools. Using purposeful sampling a group of Ciskeian ESL teachers was identified for possible classroom observation. The purpose of this qualitative study was to provide a "thick description' of ESL classroom life, with an emphasis on the orientation of the teachers towards CL T. A measure of typicality in the findings derived from such observation would allow for the applicability of such an understanding of classroom life to other schools in the Ciskei region and in the greater Eastern Cape Province. The study addressed the following two issues: * The changes that have occurred in English Language teaching methods with particular reference to CL T and the claim that can be made for CL T to be considered as an educational innovation; * The extent to which CL T was encountered in the Ciskeian ESL classrooms observed and the role that the teachers in these classrooms fulfill as agents of change in the light of the innovative nature of CL T. A literature study was undertaken of the theory and practice of Educational Innovation and CL T. Because of a desire to locate this research in a qualitative paradigm consideration was given to the theoretical underpinnings of Qualitative Research in general, and of Ethnography in particular. Teachers in the study were identified by means of their responses to a questionnaire designed to establish the teacher's perceived inclination to CL T. The subsequent data collection strategy included classroom observation, the use of an observation protocol (the Communicative Orientation of Language Teaching-COLT), audiorecordings of lessons observed and teacher interviews which were recorded and transcribed. Analysis and interpretation of the data led to a series of statements indicating the extent of the CL T orientation of the classrooms observed. Synthesis of these statements revealed that classrooms were organized around teacher-centered, wholeclass, pedagogic activities supporting a 'transmission' mode of teaching. this supported the earlier perception that there was a lack of communicative activities in CL T classrooms. Arising out of these findings were a number of implications for the teachers in the sample, for the college of education which had produced these teachers, and for the Eastern Cape Department of Education. It was suggested that there should be a commitment on the part of the teachers to CLT, a sensitivity on the part of the college to the need for sound theoretical and practical pre-service training for prospective ESL teachers, and the recognition on the part of the Department of a need for a comprehensive programme of CL T in-service training. / Language Education Arts and Culture / D. Ed. (Didacticts)

Pupils in the Republic of South Africa in the T.B.V.C. States (Transkei, Bophuthatswana, Venda and Ciskei) are expected to commence study in all school subjects, except the first language (Xhosa, Tswana, Venda etc.) and the third language (Afrikaans), through the medium of English at the Std 3 level. English thus is the official medium of instruction for the greater part of the pupil's school experience. All examinations in all subjects (except those mentioned above) are set and answered through the medium of English. School textbooks from Std 3 upwards, in all subjects, are written in English. It is fairly safe to assert, therefore, that English should be the language life of the Higher Primary and Secondary School classroom. In 1953 a UNESCO report of proceedings of a conference held in 1951 maintained that the best medium for teaching a pupil was that of the mother-tongue. The report pleaded for mother-tongue instruction to be extended to as late a stage as possible in a pupil's school life (UNESCO 1953). While such a plea may be grounded on sound psychological and pedagogical reasoning, it is often ignored because of the realities existing within the educational system. The R.S.A. and the T.B.V.C. states are a case in point for as I have already mentioned, examinations, textbooks, and for that matter tertiary education at the post-matriculation level, all employ English as instructional medium. Pragmatism carries the day and the black pupil is compelled to use English. Other factors applicable to the South African context are the existence of many different ethnic groups, each with its own language, and the fact that a shortage of qualified and experienced teachers in many subjects and different levels within the schools has meant that often teachers whose first language is English are involved in teaching pupils from these various language groups