The nature of isiZulu-speaking pre-service Intermediate Phase teachers' Classroom English proficiency

Abstract

Language is central to all teaching and learning. The ability to communicate effectively, and more specifically during instruction is one of the key competencies beginner teachers should develop. While English is the home language of ±10% of South Africans, the majority of learners are taught in English from Grade 4 onwards, many of their teachers being non-native English speakers themselves. The English proficiency level of most South African teachers has been identified as problematically low by a number of researchers. This study aimed to investigate the nature of Classroom English and the underlying oral English proficiency of native isiZulu-speaking pre-service teachers as a first step toward being able to better support Classroom English proficiency development of non-native pre-service teachers. Within my conceptual framework for the study oral English proficiency is viewed as part of and foundational to Classroom English proficiency. A mixed methods approach was used. Data were gathered through questionnaires which gauged perceptions of the pre-service teachers’ English proficiency in the classroom as well as voice recordings of lessons they presented during their practice teaching period in rural KwaZulu-Natal schools. Voice recordings of this case study were analysed with the support of existing oral English proficiency rubrics and a self-designed Classroom English proficiency rubric. In a broad sense findings correspond with previous studies in similar fields, pointing to the nature of Classroom English of this case study at a level not considered ideal for effectively facilitating teaching and learning. These isiZulu-speaking preservice teachers require more support to develop better Classroom English proficiency. An approach that specifically addresses development of language proficiencies required in the classroom, with vocabulary and grammar embedded therein, is suggested.