Abstract:
The role of speech-language therapists (SLTs) has been redefined by White Paper 6, which emphasises the role of support to both teachers
and learners. SLTs have expert knowledge and skills pertaining to communication and language, and therefore have much to contribute to
the process of learning in teaching. This article builds on a previous article published in the 2010 edition of the journal, which reported on
the process of supporting teachers to facilitate listening, language and numeracy skills in semi-rural and urban (township) contexts. In this
follow-up article the focus is on the qualitative findings obtained from a specific section of the larger study. Where the overall study made use
of a mixed methods approach to evaluate the process of providing support, and reported on the entire continued professional development
(CPD) programme, this article focuses specifically on the qualitative data collected when the CPD programme addressed the facilitation of
language. This article explores how the strategies were used in the classrooms, and the benefits of the support provided. The data discussed
in this article were obtained from questionnaires, focus groups, and critical self-evaluation by teachers, as well as a research diary used by the
programme facilitator. The results show that both the participants and their learners benefited from the support provided. The participants
reportedly for the first time were able to meet curriculum outcomes which previously had been omitted, and showed an increased ability to
plan their lessons. Several teachers experienced changes in their teaching practices and could reflect on their practices, which contributed
to their professional development. These teachers became more empowered. Learning in the classroom was enhanced through increased
participation of all learners, and enjoyment of the strategies.
