M.Ed. (Educational Linguistics) / This study examined language barriers affecting a selected group of Grade Four learners from a disadvantaged community, to whom English, the medium of classroom instruction, was their second language. They were disadvantaged because their language proficiency had not been developed early enough to serve as a springboard for conceptualizations of academic aspects. They struggled to express themselves and grappled with simple linguistic concepts which they were expected to master at school. The purpose was to explore support structures and strategies that educators employed to assist Grade Four English second language (ESL) learners in developing cognitive academic language proficiency (CALP) in a linguistically diverse classroom. Research has shown that the acquisition and use of English at an early age at home strengthens linguistic ability in learning to read and write. Language depends on basic intercommunication skills (BICS), which are developed at a very young age, and later the development of CALP in formal schooling. BICS allows children to speak and pronounce basic words and have sufficient vocabulary to develop their receptive and expressive language in daily life, basic commands and social conversations. The problem was minimal exposure to the English language at early stages in the child’s life, hence BICS being developed in the vernacular. Effective linguistic communication depends on CALP, which allows learners to engage in abstract problem-solving activities and use complex academic tasks, namely reading and writing. The research design was a qualitative descriptive case study and participants were purposefully selected. Data was collected from interviews with educators, observation of learners’ work and observations on the playground. The findings revealed that ESL learners struggled with oral activities, listening and speaking, reading, writing, language and comprehension. These learners experienced difficulties in all five forms of language, namely phonology, syntax, semantics, morphology and pragmatics. Various support strategies were necessary to assist them through peer tutoring, curriculum differentiation, simplifying assessments according to their ability, implementing various reading strategies, and adopting diverse teaching methodologies. This study argued that the educator’s role is paramount in developing CALP in the language of learning and teaching (LOLT), in all learners, in order to facilitate formal school learning. A large class with an average of 45 learners proved to be a challenge for the educators, therefore it is recommended that fewer learners be placed in a class to enable educators to give more attention to the weaker learners. There is an urgent need for remediation to take place in the English class and the study concludes that various support strategies need to be developed for CALP in ESLs.

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Die Arbeit verfolgt die Frage, wie zwei Werkzeuge der Hochschuldidaktik, das Europäische Portfolio für Sprachstudierende in Ausbildung (EPOSA) und der Englischassistent, für die Professionalisierung von zukünftigen Lehrenden an Neuen Mittelschulen unter besonderer Berücksichtigung des geänderten Verständnisses von Lehrenden als Lernbegleitern unterstützend eingesetzt werden können. Nach einer Darstellung des theoretischen Rahmens und Positionierung des Themas im Kontext, verfolgt die empirische Arbeit die Beantwortung von 20 Forschungsfragen und Untersuchung von vier Hypothesen, welche mithilfe quantitativer und qualitativer Erhebungs- und Auswertungsverfahren realisiert und an dem Anforderungsprofil für NMS-Lehrer/-innen, sowie den Konstrukten „Selbstwirksamkeitserwartung“, „Motivation“, „Autonomes Lernen“, „Lernklima“ und „Reflexionskompetenz“ orientiert ist. Die Analysen der durch Befragungen, Gruppendiskussionen und Experteninterviews gewonnenen Daten machen Ansatzpunkte und Problemfelder der Verwendung des EPOSA und Englischassistenten sichtbar. Die Ergebnisse zeigen hohe Akzeptanz des EPOSA als Reflexionstool und als Begleiter im kontinuierlichen Professionalisierungsprozess bei den befragten Personen. Große Defizite wurden in den Kompetenzbereichen des „autonomen Lernens“, „Beurteilung“ und „Kulturbewusstsein“ sichtbar gemacht. Dem Englischassistenten wird Potential vorwiegend im Bereich des Diagnosetools und als Hilfsmittel in der „professionellen Lerngemeinschaft“ zugeschrieben. Überarbeitungsbedarf wird in Bezug auf kompetenzorientierte und dem kommunikativen Ansatz folgende Aufgabenstellungen offensichtlich. Zusammenfassende Empfehlungen für die weitere Verwendung und Entwicklung der beiden Werkzeuge, sowie ein Ausblick auf geplante zukünftige Forschungstätigkeit beschließen die Arbeit. / This paper aims to answer the question how the European Portfolio for Student Teachers of Languages (EPOSTL) and the “Englischassistant” can assist the process of teacher training perceiving the teacher’s primary role as the one of a “coach” rather than an “instructor”. Following a close description of the theoretical framework and positioning the topic in its context, the empirical work is geared towards finding answers to 20 research questions and verifying four hypotheses. Both quantitative and qualitative methods were used and the empirical work was oriented to requirements set in the NMS-teacher-profile and the concepts “Self-efficacy”, “Motivation”, “Independent Learning”, “Learning Climate”and “Reflective Competence”. The analyses of the data collected by means of surveys, group discussions and expert interviews made starting points and problem areas of the use of the EPOSTL and the “Englischassistent” apparent. The results showed wide acceptance of the EPOSTL as a tool to assist both reflective processes as well as life-long learning among the respondents. Deficits in the following areas of competence became obvious: “Independent Learning”, “Assessment” and “Cultural Awareness”. The “Englischassistent” was accredited potential primarily as an assessment tool and as an aid in the “Professional Learning Community”. A better orientation towards the “Communicative Approach” and developing skills was said to be urgently required. The main findings are summarized in a set of recommendations concerning further usage and development of the two tools. Together with a brief description of future research projects it can be found in the final passage of the paper.

The Namibian government’s language policy for schools has opted for English as the official language of education. But the use of English in Namibian schools has nevertheless presented certain challenges. Although the Ministry of Education has chosen English as the language of instruction from upper primary (Grade 4) up to the tertiary level, it has been found that English proficiency is poor among both learners and teachers. It is against this backdrop that this study sought to investigate how Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi in the Zambezi Region of Namibia. The study explored Natural Science teachers’ perceptions and experiences of code-switching, how they and their learners make sense of concepts in science classes when code-switching is applied, and lastly, how code-switching from English to Silozi enables or constrains learning in Natural Science classes. The main question is: How do Grade 7 Natural Science teachers mediate learning through code-switching from English to Silozi? A qualitative case study underpinned by an interpretive paradigm was carried out at Zebra School (pseudonym) in the Zambezi Region of Namibia with two participant teachers. My unit of analysis was mediation of learning through code-switching, and data were obtained from lesson observations, questionnaires, interviews and document analysis. A variety of data gathering technique was employed for triangulation purposes to enhance the validity and trustworthiness of the data. During the data analysis process, data were grouped into common themes and subsequently organized into analytical statements in relation to the research questions. It was found that code-switching was widely employed in Grade 7 Natural Science classes in the Zambezi Region. It was also found that teachers code-switch to help learners understand the subject content, to explain concepts, to emphasize points and to include learners’ participation in the subject. The findings also revealed that some few teachers were against code-switching because examinations are written in English and the language policy does not recommend code-switching. Notwithstanding this, since the majority of teachers do code-switch to support their learners’ understanding in science classes, I recommend that education curriculum planners should include code-switching in the curriculum guidelines, and that the practice should be officially acknowledged as a legitimate strategy for teachers.

This study emerged in response to the poor performance in Biology at my school. The Ministry of Education Biology (NSSCO) Examiners’ report (2011) for Paper 3 indicates that learners proved to have difficulties in designing experiments, failed to give a distinction between apparatus and the experiment. The 2012 Examiners’ report on transpiration also highlights that learners were not exposed to practical work. Furthermore, the 2012 report notes that teachers need to work on their learners’ drawing and spelling of terms. It is against this backdrop that a qualitative study was conducted at a school in Oshikoto, using a sample of two teachers. The study’s purpose was to investigate how grade 11 Biology teachers mediate learning of the topic on transpiration. Social Constructivism and Pedagogical Content Knowledge formed the framework used to analyse data gathered from document analysis, interviews and observations. The study findings were that teachers use locally available material for demonstration during practical work, elicit prior knowledge, use a chalkboard to summarise content to learners, and use a question and answer method as strategies in mediating learning on transpiration. In addition, the teachers use homework, scaffolding activities, group work, code-switching, feedback on activities, as well as the use of analogies. Despite efforts by participant teachers to mediate learning of transpiration, shortage of equipment for conducting practical work, poor English proficiency among teachers and learners, and little emphasis on graphing by the syllabus proved to be barriers to their efforts. This study thus recommends that in order to improve on teaching transpiration, teachers need to co-plan lessons, conduct practical work, code-switch during lessons, ensure effective assessment, and include lessons on graphing. Furthermore, teachers need continued training on how to teach transpiration.

This research focused on an investigation of the pedagogy and strategies used by Grade 11 Life Sciences teachers when mediating Biodiversity concepts with English second language learners. My interest in this investigation was triggered by the Examiners’ Reports for Life Sciences from 2009 to 2012 which consistently noted learner challenges in answering, interpreting and analysing questions during exams. The reports highlighted learners’ lack of understanding of the questions which led to them providing irrelevant information in their exam scripts. These reports claimed that challenges experienced by these learners could be attributed to language issues experienced by English second language learners. Influenced by these reports, a qualitative case study of two Senior Secondary schools in East London, Eastern Cape South Africa was conducted. Underpinned by an interpretive paradigm and driven by the desire to achieve an in-depth understanding of the case under study, three phases of information gathering were followed. The first phase was that of gathering information through document analysis. Documents were analysed to gain insights and understanding of the issue before conducting interviews. The next phase was that of gathering information through semi-structured interviews followed by classroom observations. Findings from these observations were verified through stimulated recall interviews which provided clarity on the intentionality of choosing a certain method and strategy over another when assisting learners in making meaning of biodiversity concepts. The main findings of this study are that factors which limit learner understanding of biodiversity concepts are a result of a combination of factors such as failure to interpret questions, spelling problems which alter meaning of concepts and an inability to make distinctions among closely related concepts within the topic of Biodiversity. Responding to these factors, teachers demonstrated knowledge of a variety of teaching strategies to support learners. The choice of teaching strategies seemed to be guided by their experiences as well as the challenges they often encounter. Furthermore, teachers’ reflections on their practice provided opportunities for them to identify strengths and limitations of their choice of strategies and possibilities for improvement. It was also noted that factors such as large class sizes, gaps in content knowledge and a lack of detail in chalkboard summary limited the effectiveness of their teaching strategies. The study recommends that: • Teacher-learner ratio needs to be considered for effective support; • There is still a need to capacitate educators in environmental education. In-service training should focus on developing teacher understanding of foundational knowledge in life sciences; and • Teachers need to improve their chalkboard summary skills to increase the level of support that could be provided by comprehensive chalkboard summary through the elaboration of ideas

This research study was aimed at the Grade 2 Afrikaans Home Language learners who encounter reading, comprehension and phonics barriers in an inclusive classroom. The Grade 2 Curriculum and Assessment Policy Statement (CAPS) Home Language curriculum and pass requirements that the learners have to master in the mainstream, was a major concern. Consequently, seventy per cent of the Grade 2 Afrikaans learners have already failed Grade 1 or 2; and some seemed to be borderline cases; as their pace of development was so slow. The intervention programme was implemented intensively outside normal school hours, through qualitative and quantitative data collection, known as the multi-method. The research approaches were conducted through action research and case-study research. Bronfenbrenner’s model indicated that intrinsic and extrinsic factors cannot be disregarded in the learner’s holistic development; therefore, parent involvement was vital during the research study. As the Individual Learner Support Team (ILST) coordinator at the research school, I have experienced the despair and perplexity of the teachers, when dealing with teaching challenges; but also, that of the learners, who face barriers to learning. A sample of six learners was identified; and one parent in each household was active during the study. The parent’s responses varied from limited to worthy feedback throughout the intervention programme. The learners’ responses were observed during the intervention programme, the classroom situation; and their perceptions during the semi-structured interviews were recorded. The intervention programme links with the Screening, Identification, Assessment and Support of SIAS process; and it involved the assistance of a remedial expert by applying remedial education, without psychometric tests. The findings revealed that the learner must be intrinsically motivated to co-operate fully. And this relates to both intrinsic and extrinsic influences. Recommendations are offered to the various stakeholders, who are directly or indirectly engaged in the learner’s scholastic development, to ensure corrective and supportive measures, which are conducive to learning.

Afrikaans: Ontoereikende prestasie in wiskunde is ‘n verskynsel wat besonder algemeen voorkom en navorsers is dit eens dat die probleem veral by swart leerders kritieke afmetings aanneem. In die veranderende Suid-Afrika is een van die onderwysrealiteite dat 'n groot deel van die bevolking, vanweë verskeie faktore, steeds blootgestel word aan opvoedings- en omgewingsituasies wat nie bevorderlik is vir die optimale verwerkliking van die leerders se persoonsmoontlikhede nie, en tewens ook yan hierdie verwerklikingsgeleenthede weerhou. Die Tswanaleerders in die Mafikeng-area bevind hulle in ‘n opvoedingsituasie wat nie altyd vir optimale verwerkliking van hul persoonsmoontlikhede bevorderlik is nie. Een moontlike uitkoms van hierdie situasie is dan ook ontoereikende prestasie in wiskunde. Daar is veral gefokus op die taalaspek, waar die Tswanaleerders eendersyds probleme ondervind met die 'taal' van wiskunde, en andersyds dat hulle nie in hul moedertaal nie, maar wet in Engels onderrig word. Die doeI van hierdie studie is onder meer die verkenning van die Tswanaleerder in die Mafikeng-area se ontoereikende prestasie in wiskunde. Dit is gedoen deur die inskakeling van ‘n Diagnostiese Toets en ‘n Leerdersvraelys. Die kognitiewe en affektiewe fasette van die Tswanaleerder se prestasie in wiskunde is gemeet. Deur middel van assessering en evaluering is die huidige stand van die Tswanaleerder se prestasie in wiskunde onder die vergrootglas geplaas. 'n Remediëringstrategie wat spesifiek gerig is op die Tswanaleerder in die Mafikeng-area is saamgestel. Hierdie remediëringstrategie fokus op assessering en evaluering, deur gebruik te maak van die Diagnostiese Toets (Mafikeng-area) en die Leerdersvraelys. Daar is ook aangetoon in welke mate 'n wiskundeportefeulje in sodanige remedieringstrategie ingeskakel kan word. 'n Kontrolelys aan die hand waarvan wiskundefoute by die Tswanaleerder in die Mafikeng-area moontlik geidentifiseer kan word, is ook verskaf. 'n Bespreking van die diagnostiese ontleding van 'n Graad 4-groep se prestasie in die Diagnostiese Toets (Mafikeng-area) is ter iIIustrasie verskaf. Die voorgestelde remediëringstrategie is 'n potensiele hulpmiddel vir onderwysers/esse van die Tswanasprekende leerders in die Mafikeng-area om probleemareas in wiskunde te identifiseer en te hanteer. English: Inadequate achievement in mathematics frequently occurs especially amongst black learners where the problem is becoming critical. In a changing South Africa one of the realities in education is that a large part of the population, on account of various factors, is still being exposed to educational and environmental situations that do not promote the optimal realisation of the learners' personal potential, and also inhibit actualisation opportunities. The Tswana learners in the Mafikeng area find themselves in an educational situation that does not always promote optimal actualisation of their personal potential. One possible outcome of this situation is inadequate achievement in mathematics. Special attention was given to the language factor according to which learners experience problems with mathematical language on the one hand, and on the other, the problem that the learners are not being taught in their mother-tongue, but in English. The aim of this study is, inter alia, the exploration of the Tswana learner's inadequate achievement in mathemactis in the Mafikeng area. This was done by administering a Diagnostic Test and a Learner's Questionnaire. The cognitive and affective facets of the Tswana learner's achievement in mathematics was measured. The present state of the Tswana learners' achievement in mathematics was determined through assessment and evaluation. A remedial strategy specifically aimed at the Tswana learner in the Mafikeng area was devised. This strategy focused on assessment and evaluation by making use of the Diagnostic Test (Mafikeng area) and the Learner's Questionnaire. The relevant research also indicated to what extent a mathematics portfolio could be incorporated into such a remedial strategy. A check list according to which mathematical errors in the case of the Tswana learners in the Mafikeng area could possibly be identified was also compiled. A discussion of the diagnostic analysis of a Grade 4 group's achievement in the Diagnostic Test (Mafikeng area) is provided by way of illustration. The proposed remedial strategy is a potential aid for teachers of Tswana-speaking learners in the Mafikeng area to identify and deal with problem areas in mathematics. / Dissertation (MEd)--University of Pretoria, 2006. / Curriculum Studies / unrestricted

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The early childhood curriculum is too-often based on narrowed/ing conceptualizations of “literacy” and “language,” which negatively position nonacademic (read: nondominant) literacy and language practices and result in schools failing and further marginalizing working-class children and families across racial identifications. It is therefore pertinent to (re)conceptualize language and literacy by interrogating dominantly-positioned academic practices. Exploring early childhood teachers’ sense- making and enactment of the curriculum elucidates how nonacademic practices are (under)valued in and through the mandated curriculum. With this aim, through a critical ethnographic case study, I engaged in observations of classroom interactions and teacher team meetings, artifact collection, and interviews with four White female public kindergarten teachers in a predominantly-White working-class North Carolina mountain community. I found that the four teachers’ language ideologies had been constructed, understood, and developed from early childhood, through schooling experiences, and in teacher learning. These ideologies, while not always recognized, influenced how they were making sense of and enacting the curriculum. Their own childhood literacy experiences impacted approaches to teaching literacy; these White female teachers talked about what they had needed as students and how this influenced their approaches to teaching young children. Talk around students’ language and literacy practices illustrated a desire to prepare children for school and to support student success; although, this talk was underpinned with some deficit perspectives (pervasive in the mandated curriculum) concerning nonacademic language and literacy practices. The teachers were negotiating the mandated curriculum on a daily basis, as they strived to do what they deemed best for students, most of whom were being introduced to formal schooling in kindergarten. They were confident about what their students needed and sought greater trust in their own knowledge and capabilities as teachers, and they often discussed validating children’s language and literacy practices. Concurrently, teachers often talked about moving from or fixing children’s home practices, or modeling correct (academic) practices. Informed by the findings of this study, early childhood teachers can work to reconstruct definitions of language and literacy as we engage working-class children’s multiple, purposeful, and sophisticated ways of making and assigning meaning and of communicating (i.e., their literacy and language practices).