The curriculum for social studies is designed in a way where knowledge is assessed through the students’ expressive language skills. Much of the knowledge is also expected to be gained through reading. The purpose of this study is to examine what types of scaffolding teachers can create for students reading social studies nonfiction texts in grades 4–5. The study is based on observations and interviews with three teachers. The material was subsequently analysed based on characteristics in language development methods, showing that teachers do not emphasise the importance of language for learning when teaching. The results also show that students, to a small extent, are used as supporting resources for one another and that teachers themselves take up much of the talking space in the classroom. During structured oral text instruction teachers request short answers, that are evaluable rather than allowing time for interrogative and reflective discussions. The effect of the teacher centered teaching is that the students are passivate instead of challenged with cognitively demanding tasks where scaffolding can enable a potentially higher learning level.

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The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

The aim of this theoretical-empirical thesis was to examine the principles of cooperative teaching while working on business letters within the lessons of Commercial-legal Correspondence at secondary school. The main objective of the research was to compare student's results - students' marking in two groups of students following the different types of educational methods: cooperation and non-cooperation. The students in both groups were acquainted with given criteria of assessment and final analysis of their work. Powered by TCPDF (www.tcpdf.org)

The aim of the dissertation is to define the requisite social skills of the English language teacher as a part of his/her professional competence, in the context of communicative language teaching in classroom interactions at secondary schools. The theoretical part is divided into four chapters. The first chapter addresses the processes involved in foreign language learning and acquisition. It first defines the linguo-didactic framework of the dissertation in terms of the functional communicative approach to language and communicative language teaching. The second chapter deals with the processes of interaction and communication at school with an emphasis on foreign language teaching. Attention is paid to functions and content of educational interactions as practised by the main stakeholders - the teachers and their adolescent pupils. The specifics of foreign language educational interaction and its social features are illustrated. The third chapter seeks to define social skills and their relationship to other skills in the professional competence of the English teacher. In the final chapter the theoretical discussion is summarized and social-skill aspects of foreign language educational interactions are defined. Specifically, these aspects are defined in terms of affect, classroom climate,...

The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

[pt] Esta pesquisa tem por objetivo principal analisar a interação escolar de um aluno surdo em um contexto praticamente inexplorado no Brasil: as aulas de Inglês como língua estrangeira do primeiro segmento do ensino fundamental de uma escola pública inclusiva. De forma específica, procura-se investigar: (i) como o aluno surdo coconstrói conhecimentos em um contexto multilíngue com três línguas em contato (Inglês, Português e Libras), acrescidas dos sinais caseiros trazidos pelo aluno surdo e da linguagem não verbal que compõe o cenário interacional; (ii) de que forma a interação do aluno surdo com os outros participantes – a professora de Inglês, os colegas ouvintes e a intérprete educacional – impacta a coconstrução de conhecimentos. A abordagem teórico-metodológica é da Linguística Aplicada no âmbito da Microetnografia de sala de aula, com um estudo de caso, de natureza qualitativo-interpretativista, realizado em uma turma de primeiro ano do ensino fundamental de uma escola municipal inclusiva do Rio de Janeiro denominada escola de educação bilíngue (LibrasPortuguês). A geração de dados foi feita em 2018. Nos primeiros meses, houve a ambientação da pesquisadora na escola, com observações da rotina escolar e das aulas de Inglês da turma-alvo, registradas em notas de campo. Nesse período, foram também realizadas entrevistas semiestruturadas com a coordenadora pedagógica da escola, a professora de Inglês da turma-alvo, o aluno surdo incluído e sua responsável legal, para o mapeamento do contexto escolar, das características dos participantes da pesquisa e das suas perspectivas acerca do objeto de investigação. Após os meses de ambientação, foram feitos registros audiovisuais de aulas de Inglês na turma-alvo, das quais foram selecionadas duas para análise: uma aula sem a presença da intérprete educacional e a outra com a sua presença, o que possibilitou uma comparação entre as estruturas de participação em cada situação para fins de identificar possíveis impactos dessas diferentes configurações na coconstrução de conhecimentos do aluno surdo. Os dados foram transcritos mediante convenções da análise da conversa e de estudos sobre a Libras. A análise de dados indica que, na interação com a professora de Inglês, seus colegas ouvintes e a intérprete, o aluno surdo constrói afetividades e demonstra conhecimentos acerca dos padrões interacionais de sala de aula. Com a intérprete educacional, em especial, apesar da grande resistência travada pelo aluno, há coconstrução de conhecimentos em Libras e sobre a Libras. Não há evidências, no entanto, de coconstrução de conhecimentos em Inglês ou sobre o Inglês, o que pode ser resultante da abordagem metodológica utilizada, que é baseada na oralidade, não contemplando, portanto, as especificidades do aluno surdo. Há, assim, muitos desafios enfrentados por todos os participantes da pesquisa e, principalmente, pelo aluno surdo no que tange à coconstrução de conhecimentos. Os resultados do estudo podem contribuir para reflexões acerca do processo de inclusão do aluno surdo e da necessidade de adequação metodológica no que tange ao ensino de línguas estrangeiras de modalidade oral-auditiva para surdos do primeiro segmento do ensino fundamental em contexto inclusivo, o que carece de pesquisas atualmente e torna este estudo pioneiro na área. / [en] The main objective of this research is to analyze the school interaction of a deaf student in a context that is practically unexplored in Brazil: the classes of English as a foreign language in the first segment of elementary school in an inclusive public school. Specifically, we seek to investigate: (i) how the deaf student co-constructs knowledge in a multilingual context with three languages in contact (English, Portuguese and Libras), plus the home signs brought by the deaf student and non-verbal language that composes the interactional scenario; (ii) how the deaf student s interaction with the other participants – the English teacher, the hearing peers, and the educational interpreter – impacts the co-construction of knowledge. The theoretical-methodological approach is Applied Linguistics in the scope of Classroom Microetnography, with a qualitative-interpretative-naturebased case study, carried out in a first-year class of elementary school in an inclusive municipal school in Rio de Janeiro called Bilingual education school (Libras-Portuguese). The data was generated in 2018. In the first months, the researcher set the scene in the school, with observations of the school routine and the target English classes, recorded in fieldnotes. During this period, semistructured interviews were also carried out with the pedagogical coordinator of the school, the English teacher of the target group, the deaf student and the person who is legally in charge of him, in order to map the school context, the characteristics of the participants and their perspectives about the research object. After these months, audio-visual records of English classes were taken in the target group, from which two were selected for analysis: one class without the presence of the educational interpreter and the other with her presence, which made possible a comparison among the structures of participation in each situation in order to identify possible impacts of these different settings in the co-construction of knowledge by the deaf student. Data were transcribed through conventions of conversation analysis and studies on Libras. Data analysis indicates that in the interaction with the English teacher, his hearing peers, and the interpreter, the deaf student builds affectivities and demonstrates knowledge about classroom interactional patterns. With the educational interpreter, in particular, despite the great resistance waged by the student, there is co-construction of knowledge in Libras and about Libras. There is no evidence, however, of co-construction of knowledge in English or about English, which may be the result of the methodological approach used, which is based on orality, and therefore does not contemplate the specificities of the deaf student. There are, thus, many challenges faced by all the participants of the research and, mainly, by the deaf student in which concerns the construction of knowledge. The results of the study may contribute to reflections on the process of inclusion of the deaf student and the need for methodological appropriateness regarding the teaching of oral-auditory foreign languages for the deaf of the first segment of elementary school in an inclusive context, which lacks research and makes this study a pioneer in the field.

[pt] O estudo se ocupa em investigar como são realizadas interações entre alunos surdos e ouvintes e professor ouvinte em um curso de Graduação de Letras-Libras, em que se faz uso da Libras, do Português e de outras formas de linguagem, incluindo a alternância e sobreposição modal de códigos. A pesquisa se justifica pelo recente e crescente contingente de surdos jovens e adultos que ingressam no ensino superior no Brasil, fenômeno do contexto socio educacional de transição, no bojo das transformações socioculturais e históricas iniciadas especialmente a partir do reconhecimento e regulamentação do uso da Libras pela Lei 10.436 de 2002 e do Decreto 5.626 de 2005. Em termos teóricos, o estudo busca articular conceitos da Sociolinguística Interacional, da Análise da Conversa em contexto institucional e de Línguas em Contato na interação, na ordem micro e macro, na relação com os Estudos Surdos. A metodologia da pesquisa é qualitativa e interpretativa, com gravação de dados mediante método etnográfico de investigação. Foram gravadas e analisadas sete interações em sete aulas diferentes em que o pesquisador atuou como professor. É importante destacar, nas convenções de transcrição, a discussão sobre a necessidade de se adequar os modelos de convenções existentes em língua oral e língua de sinais às especificidades da fala em interação com surdos e ouvintes em um contexto bi/multilíngue, com línguas em contato. A partir da discussão, foi proposto um novo modelo de convenções de transcrição, para língua oral e língua de sinais, com foco na interação. Na análise dos dados, emergiram práticas comunicativas de caráter transidiomático que fazem parte dos repertórios linguísticos dos interagentes. Foram estabelecidos dois capítulos, a partir de sete interações. O primeiro desses capítulos, de número 4, tem foco nas interações 1 e 3, e foi dedicado principalmente aos enquadres com foco na entrada dos alunos no curso Letras-Libras. Os resultados indicam que os alunos constroem identidades a partir do foco no outro e no grupo. Apontam também expectativas profissionais dos alunos em relação às opções do curso. Os resultados do segundo capítulo de análise, o capítulo 5, a partir das interações 2, 4, 5, 6 e 7, indicaram, sobretudo, as relações coconstruídas entre professor e alunos surdos e ouvintes em práticas transidiomáticas que imprimiram o caráter bi/multilíngue da sala de aula. Evidenciaram diferenças na propensão para a adesão ao enquadre institucional pelos alunos, com relações de negociação de conflito e a busca de afirmação linguística entre eles, e co construção de conhecimento entre professor e alunos. Embora o professor, enquanto representante institucional, tenha escolhido Libras como língua de instrução, nos dados analisados, as línguas em contato na sala de aula indicaram práticas multilíngues dos alunos, com o uso de Libras, Português e outras formas de linguagem misturadas. A pesquisa mostra-se importante para gerar reflexões sobre como os alunos percebem a sua entrada em um Curso Letras-Libras e como professor e alunos entendem o que está acontecendo no aqui e agora desta sala de aula, em um contexto socio educacional em construção, que se mostrou multilíngue, na transição em reconhecimento dos sujeitos surdos como minoria linguística. / [en] The study is concerned about investigating how interactions between deaf and hearing students and hearing teacher are carried out in an undergraduate course where Libras, Portuguese and other forms of language are used, including code-switching and code-blending. The research is justified by the recent and growing contingent of deaf youngsters and adults who enter higher education in Brazil, a phenomenon of the socio-economic context of transition, in the context of socio-cultural and historical transformations, initiated especially with the recognition and regulation of the use of Libras by Federal Law 10,436 in 2002 and by the Federal Decree 5,626 in 2005. In theoretical terms, the study seeks to articulate concepts of Interaction Sociolinguistics, Conversation Analysis in an institutional context, and Languages in Contact in interaction, on the micro and macro levels, as they pertain to Deaf Studies. The methodology of the research is qualitative and interpretative, with data recording employing an ethnographic research method. Seven interactions were recorded and analyzed in seven different classes in which ones the researcher has acted as teacher. It is important to highlight, in the conventions of transcription, the discussion about the need to adapt the existing models of conventions in oral and sign language to the specificities of speech in interaction with deaf and hearing people in a multilingual context, with languages in contact. From the discussion, a new model of conventions of transcription was proposed, for oral language and sign language, with a focus on interaction. In the data analysis, transidiomatic practices emerged as communicative repertoires of the participants. Two chapters were established, from seven interactions. The first of these chapters, chapter 4, focusing on interactions 1 and 3, was mainly devoted to students frames, with a focus on the entry in the Letras-Libras Course. The results indicate that students construct self-identities out of the focus on other students and of the groups themselves. They also point out the student s professional expectations regarding course options. The results of chapter 5, from interactions 2, 4, 5, 6 and 7, indicated, above all, the co-constructed relationships in the classroom between teacher and deaf and hearing students into transidiomatic practices that that have produced the bi-multilingual character of the classroom. They showed differences among students in propensity to adhering to the institutional frames, with conflicting relationships and the search for linguistic affirmation among the students, as well as co-construction of knowledge between teacher and students. Although the teacher, as an institutional representative, had chosen Libras as the language of instruction, in the data analyzed, the languages in contact in the classroom indicated multilingual practices on the part of the students, who used Libras, Portuguese and other mixed forms of language. The research suggests the necessity to generate reflections on how students perceive the entry into a Letras-Libras Course and how the teacher and students understand what is happening in the here and now of this undergraduate classroom in a socio-educational context under construction, which proved to be multilingual in the transition in recognition of deaf subjects as a linguistic minority.

Abstracts in English, Sotho and Afrikaans / The purpose of this study was to explore the classroom practices of Senior Phase Natural Sciences teachers in some of the schools of the Vhembe District. Qualitative case study approach was employed and three teachers participated. The following research questions were explored: What is the level of the teacher’s subject-matter knowledge in the teaching of Natural Sciences (NS)? What is the nature of the teacher’s instructional strategies in the teaching of NS? How does the teacher’s subject-matter knowledge and instructional strategies shape the teachers’ classroom interaction and discourse in the teaching of NS? Interviews, observations and a questionnaire have been used for data collection. Teachers used their teaching experiences to teach NS. Results indicated lack of teachers, facilities and resources. It is recommended that the Department of Education as an arm of government should see that schools have the facilities, resources and teachers they need for proper teaching and learning as well as providing sufficient workshops to improve teachers’ classroom practices. / Sepheo sa thuto ena e ne e le ho hlahloba mekhoa ea litlelase tsa matichere a Phahameng ea Setsebi sa Tlhaho ea Setsebi tse ling tsa sekolo sa Vhembe. Ho ne ho sebelisoa mokhoa o nepahetseng oa ho ithuta litsebo le matichere a mararo. Lipotso tse latelang tsa lipatlisiso li ile tsa hlahlojoa: Mokhoa oa mosuoe oa mosuoe ke oa mofuta ofe thutong ea Saense ea tlhaho? Mokhoa oa mekhoa ea koetliso ea tichere ke efe tabeng ea thuto ea saense ea tlhaho? Mosuoe oa mosuoe o tseba joang le mekhoa ea ho ruta e amanang le ho sebelisana ha tichere le ho bua ka thutho ea saense ea tlhaho? Lipuisano, litlhaloso le lipotso. E sebeliselitsoe ho bokella data. Barupeluao ba ile ba sebelisa liphihlelo tsa bona tsa thutho ho ruta saense ea tlhaho. Liphello li bonst’a ho haelloa ke matichere a saense ea tlhaho, mehaho le thepa. Ho khothalletsoa hore Muso le Lefapha la Thuto lo bone hore likolo li na le mehaho, lisebelisoa le matichere bakeng sa thuto le thutho e nepahetseng hammoho le ho fana ka lithupelo tse lekaneng bakeng sa ho ntlafatsa mekhoa ea matichere ea tlelase. / Die doel van die studie was om die klaskamerpraktyke van senior Fase Natuurwetenskappe-onderwysers in sommige skole van skole in die Vhembe-distrik te ondersoek. Kwantitatiewe gevallestudie-benadering was in diens en drie onderwysers het deelgeneem. Die volgende navorsingsvrae is ondersoek: Wat is die aard van die onderwyser se onderwyser kennis in die onderrig van Natuurwetenskappe? Wat is die aard van onderwyser se onderrigstrategiee in die onderrig van Natuurwetenskappe? Hoe vorm die onderwyser se kennis en onderrigstrategiee die onderwyser se klasinteraksie en-diskoers in die onderrig van Natuurwetenskappe? Onderhoude, waarnemings en vraelys wat gebruik word vir data-insameling. Deelnemers het hul onderrigervarings gebruik om Natuurwetenskappe te onderrig. Resultate dui op gebrek aan Natuurwetenskappeonderwysers, fasiliteite en-bronne. Dit word aanbeveel dat die regering en die Departement van Onderwys moet sien dat skole fasiliteite, hulpbronne en onderwysers het vir behoorlike onderrig en leer, asook voldoende werkwinkels om onderwysers se klaskamerpraktyke te verbeter. / Science and Technology Education / M. Ed. (Natural Science Education)