A dissertation submitted in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies, Faculty of Education at the University of Zululand, 2019. / This study aimed to explore the experiences of educators in using English as the language of learning and teaching for Grade 4 learners. It employed an interpretive qualitative approach. A sample of six teachers teaching Grade 4 were purposively selected from a district in the province of KwaZulu-Natal in South Africa. Data were collected through classroom observations and unstructured interviews. Findings revealed that teachers in rural monolingual community schools find it difficult to meet the policy prescriptions and curriculum demands in terms of the language of learning and teaching. Teachers end up translating into the mother tongue, which is isiZulu, and code-switching to enhance content understanding; this is a strategy that limits both teachers’ and learners’ exposure to English. In addition, learners transitioning from their Home language to English as the language of learning are not sufficiently supported. The findings also indicate that teachers in rural monolingual community schools in King Cetshwayo district find it difficult to meet the curriculum demands in terms of the language of learning and teaching. Grade 3 moves to Grade 4 with little English vocabulary and competence; this makes teaching very strenuous and challenging to teachers. Teachers were also found to be insufficiently proficient in English. The significance of the study relates to the educational issues of rural schools that are ignored by officialdom, including the fact that teachers are not adequately prepared to teach in English. In addition, learners transitioning to the very unfamiliar language of learning and teaching are not sufficiently supported with regard to improving their command of it. Hence, policies need revision to address the linguistic shortcomings of teachers and learners. New policies ought to be designed and implemented if English is to remain the language of learning and teaching in South African schools.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/1768 |
| Date | January 2019 |
| Creators | Ntombela, Goodman, Vusumuzi, Mhlongo, H.R, Pillay, P |
| Publisher | University of Zululand |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
Page generated in 0.002 seconds