This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT).
Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work.
ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or the tools to support
these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language
enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South
African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom.
A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators
Concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4 has been reported by
educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it was deduced that educators felt comfortable using a story as medium for the
language enrichment programme. A language enrichment programme suitable for the mainstream classroom was compiled for Grade 4 ESL
learners based on the literature research and the responses of the questionnaire.
40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested to
implement the language enrichment programme over a six week period in their classroom. A short questionnaire to assess the suitability of
implementation was completed by them afterwards. The response from the educators was exceptionally positive.
The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose
Their children's Language of Learning and Teaching (LOLT) consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to earning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4, has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it w deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment program suitable for the mainstream classroom was compiled for Grade 4 El learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested implement the language enrichment programme over a six week period their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response of the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.
| Identifer | oai:union.ndltd.org:NWUBOLOKA1/oai:dspace.nwu.ac.za:10394/2420 |
| Date | January 2003 |
| Creators | Nel, Mirna |
| Publisher | North-West University |
| Source Sets | North-West University |
| Language | English |
| Detected Language | English |
| Type | Thesis |
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