A case study of teaching English as a second language in three rural primary classes

dc.contributor.authorOmidire, Margaret Funke
dc.contributor.authorEbersohn, L. (Liesel)
dc.contributor.authorLeask, Marisa
dc.contributor.authorKonza, Deslea
dc.contributor.authorDu Plessis, Anna-Barbara
dc.contributor.emailfunke.omidire@up.ac.zaen_ZA
dc.date.accessioned2019-03-12T15:11:24Z
dc.date.issued2018
dc.descriptionThe study forms part of the FLY Project – Centre for the Study of Resilience, University of Pretoria.en_ZA
dc.description.abstractAssessment results from rural schools have shown little improvement in over a decade, mainly because many of the barriers to learning, such as poverty and limited resources, still prevail. Without the necessary English language skills, language can become another barrier to learning. The assessment results of Progress in International Reading Literacy Studies (PIRLS) in 2011 and 2016 reinforce the need for instructional practices to address the difficulties learners’ experience with English in primary school. The aim of our study was to provide a detailed analysis of how English as a second language is taught, to guide policy makers in developing the instructional skills of teachers in rural settings, and consequently to improve the educational outcomes of the learners. A comparative case study was used to provide evidence-based descriptions of the teachers’ instructional practices from three Grade 3 classes. Findings indicated that language instruction appeared to focus on the structural components of language, compromising the development of the independent academic language skills needed to make the transition in Grade 4 to English as the language of learning and teaching. The results of this research can inform the planning and monitoring of future literacy development initiatives, and thereby, improve assessment results of learners.en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.description.embargo2020-06-18
dc.description.librarianhj2019en_ZA
dc.description.librarian2025dzm
dc.description.sponsorshipNRF Grant Number: 82620 CEC12091412827en_ZA
dc.description.urihttp://www.tandfonline.com/loi/rall20en_ZA
dc.identifier.citationFunke Omidire, Liesel Ebersöhn, Marisa Leask, Deslea Konza & Anna-Barbara du Plessis (2018) A case study of teaching English as a second language in three ruralprimary classes, Southern African Linguistics and Applied Language Studies, 36:4, 277-290, DOI:10.2989/16073614.2018.1548289.en_ZA
dc.identifier.issn1607-3614 (print)
dc.identifier.issn1727-9461 (online)
dc.identifier.other10.2989/16073614.2018.1548289
dc.identifier.urihttp://hdl.handle.net/2263/68637
dc.language.isoenen_ZA
dc.publisherNISC (Pty) Ltd and Informa UK Limited (trading as Taylor & Francis Group)en_ZA
dc.rights© NISC (Pty) Ltd. This is an electronic version of an article published in Southern African Linguistics and Applied Language Studies, vol. 36, no. 4, pp. 277-290, 2018. doi : 10.2989/16073614.2018.1548289. Southern African Linguistics and Applied Language Studies is available online at : http://www.tandfonline.comloi/rall20 [18 months embargo]en_ZA
dc.subjectRural schoolsen_ZA
dc.subjectEnglish language skillsen_ZA
dc.subjectSecond languageen_ZA
dc.subjectEducational outcomesen_ZA
dc.subjectLearnersen_ZA
dc.subjectSkills of teachersen_ZA
dc.subject.otherEducation articles SDG-04
dc.subject.otherSDG-04: Quality education
dc.subject.otherEducation articles SDG-05
dc.subject.otherSDG-05: Gender equality
dc.subject.otherEducation articles SDG-10
dc.subject.otherSDG-10: Reduced inequalities
dc.subject.otherEducation articles SDG-17
dc.subject.otherSDG-17: Partnerships for the goals
dc.titleA case study of teaching English as a second language in three rural primary classesen_ZA
dc.typePostprint Articleen_ZA

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