Abstract:
The purpose of this study was to investigate the use of group discussions to enhance comprehension skills in multilingual classes in Gauteng. Due to the diverse cultural backgrounds of learners in Gauteng, it has become necessary to explore strategies that can assist the learners in improving their language skills. An interpretivist epistemological paradigm with a qualitative research approach was used. The theoretical framework was sociocultural theory making use of the Zone of Proximal Development which highlighted the assistance learners get when supported by their peers during group discussions.
Two schools were purposively sampled based on the linguistic diversity of learners. This included three teachers, 134 learners, one Grade 4 and two Grade 6 classes. Data collection included non-participatory observations of three comprehension lessons. Semi-structured interviews held with teachers, field notes, teachers’ lesson plans and learners’ workbooks were also collected. The findings suggest that most teachers employed a quiz-bowl approach in comprehension lessons limiting learner’s independent thinking in discussions. However, further analysis indicated that group discussions could be an asset if the teachers were trained to model and scaffold the art of asking questions for learners to observe and learn. The importance of teachers taking on various roles such as the planning of qualitative questions given to learners, employing different strategies and grouping of learners was emphasised to ensure effective group discussions take place.
Group discussions will provide more time for teachers to support learners struggling, thus ensuring that learners become more accountable for their own learning.
