This study investigated the implementation of National Curriculum Statement’s English First
Additional Language in three rural primary schools in Northern Cape Province. The focus of
the investigation was on English First Additional Language learning, teaching and
assessment in grade four. The purpose was to evaluate class activities in order to determine
the level of achievement in English, and to establish whether classroom practices were being
informed by National Curriculum Statement policy for English First Additional Language.
The study employed a qualitative case study approach, using classroom observation and
document analysis research tools. The findings revealed that the learners lacked literacy
skills because they were not engaged in suitable and meaningful tasks to meet their linguistic
needs. Most activities given to the learners were irrelevant, and not age, grade and language
level appropriate. There was no evidence of communicative, text-based, reading and process
writing activities in the learners’ portfolio files. It was also discovered that teaching, learning
and assessment did not conform to National Curriculum Statement policy for English First
Additional Language and the principles of OBE methodology. Recommendations to address
the problems are proposed.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/3533 |
| Date | 11 1900 |
| Creators | Nsamba, Asteria Nkomane |
| Contributors | Swanepoel, J.I. (Dr.) |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.002 seconds