Whole language approach in education

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Interviews with experienced ESL language instructors were held to aid in determining how these instructors choose and design authentic materials and make them authentic to second language learners.

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by Olivia Futch / Typescript / M.A. Florida State University 1927 / Includes bibliographical references (leaves 99-110)

Thesis (M. A. (English Studies)) -- University of Limpopo, 2015 / The purpose of this study is to investigate the application of teaching strategies in Grade 12 English Second language in Mankweng Circuit, Limpopo Province. This study aims to achieve the following objectives: to identify teaching strategies used in Grade 12 English second language classrooms in Mankweng Circuit, Limpopo Province, to assess teachers experiences in applying a variety of teaching strategies in English second language classrooms, to establish if the way in which English second language teachers are trained affect the way they teach and to determine how teaching strategies affect the performance of learners in English second language classrooms. The study applied a mixed method-quantitative and qualitative approaches to elicit data. An exploratory research was applied to explain teaching strategies. The literature review was carried out focusing on the following themes: Communicative language teaching model, Language needs for English Second language teaching and teaching strategies in English Second language. In addition, the study found the following: there are no prescribed teaching strategies by the Department of Basic Education, teachers are innovative in coming up with teaching strategies that suit the lesson and the type of learners, learners learn English better when teachers apply various teaching strategies during lessons and teachers who apply teaching strategies in Grade 12 English Second language classrooms contribute to learners good performance in all schools at Mankweng Circuit. Lastly, the study recommend that teachers of English in Grade 12 classes in Mankweng Circuit should be made aware that teaching strategies are important and should be applied at all times during the lessons, all teachers who teach English Second language in all grades, Grade R- 12 should apply teaching strategies as they contribute to the learners understanding of the subject, etc.

The subject of the study was the perceptions of Thai students, in four different teacher education colleges in Thailand, of the study of English as a foreign language. The study had four purposes: To determine the attitudes of the students toward, and their recommendations for, instruction in the study of English? To determine students' perceptions about the importance of learning English; To determine the relationship between the above attitudes and the students' achievement; To analyze the data and conclusions reached and to make appropriate recommendations based on them.

Thesis (M.A. (English Studies)) -- University of Limpopo, 2022 / Sufficient English vocabulary in language learning is a fundamental tool for academic success in Further Education and Training (FET). In every school where English is the medium of instruction, learners are anticipated to be proficient and competent in English. This is a target language for content comprehension and content engagement for academic success. The aim of the study was to explore the vocabulary deficiencies of English First Additional Language (EFAL) learners at a selected public high school in Limpopo Province, South Africa. A mixed method approach was used to accumulate the qualitative data and quantify the results. The study used a purposive sampling for the population of twenty (20) EFAL learners and one (1) EFAL teacher. The data collection methods in the study incorporated criterion-referenced test, semi-interviews, and a focus group discussion. The data was analysed thematically. The findings show that EFAL Grade 10 learners have challenges with EFAL vocabulary deficiencies, which causes academic failure, delay, and school drop-out. The implication is that strategic interventions are required to eradicate the vocabulary deficiencies of EFAL Grade 10 learners in the selected school. The limitation of the study is that it sampled a small population which does not reflect the predicament of every EFAL Grade 10 learner. However, the findings have shown that vocabulary deficiencies is a challenge for EFAL Grade 10 learners.

Published in TESOL Quarterly a decade ago, the Academic Word List (AWL) (Coxhead, 2000) has become increasingly influential in the field of TESOL. With more than 82% of the AWL comprised of words of Latin and Greek, much of this important list logically consists of English-Spanish cognates because Spanish originated from Latin. In order to serve Spanishspeaking English language learners (SSELLs) better, their teachers need to know which AWL words are cognates. Using published sources and linguistic analysis of the 570 items in the AWL, the research in this thesis has resulted in a newly reorganized AWL divided into four categories that are more useful for our Spanish-speaking English language learners as well as their instructors, curriculum designers, and materials writers: English-Spanish true cognates, partial cognates, false cognates, and non-cognates

Thesis (M.A. (English Studies)) -- University of Limpopo, 2022 / Although several interventions have been in place to address the writing difficulties of students, research reveals that student writing is still one of the major challenges experienced by English Second Language (ESL) students worldwide; specifically, in the context of higher education institutions. As such, writing centres have been deemed as facilitators that are paramount for the transition of first-year students’ high school literacies to the academic writing conventions of higher learning. The primary purpose of this study was to examine the efficiency of the Reading and Writing Centre (RWC) as a supporting structure of the University of Limpopo (UL) through a case study of services rendered to first entering dietetics students. The study was guided by Vygostsky’ zone of proximal development and scaffolding theories to determine how the knowledgeable other can support the less knowledgeable students in developing their academic writing skills. An analysis of students’ assignments for the first semester and the second semester was conducted. The study also used semi-structured interviews to allow the current researcher to gain a detailed description on the challenges confronted by the dietetics students, and whether RWC is efficient in improving the academic writing skills of the dietetics students. The research established that academic writing appeared to be difficult for first-year entering dietetics students in the first semester prior to the assistance from RWC, and relied on the centre for the transition of the academic writing demands of higher learning. The study further discovered that although the students still committed slight grammatical mistakes, they showed improvement from the assistance they obtained from the feedback received from the RWC, ultimately signifying that the centre played a pivotal in scaffolding first-year students who came to higher learning underprepared for the academic writing conventions.