A South African Case Study of Teaching English as an Additional Language in Two Remote Primary Schools

• In Event: Intervention Research for Social Justice in South African Education

Abstract

Rural schools have shown little improvement over the past few years and without the necessary English language skills, language becomes a barrier to learning (Lucas, Villegas & Freedson-Gonzalez 2008). According to Howie, Van Staden, Tshele, Dowse & Zimmerman (2012), the assessment results of Progress in International Reading Literacy Studies (PIRLS) 2011, reinforce the need for instructional practices to address the difficulties many learners experience with the English language in primary school. The aim of this study was to provide a detailed analysis of how English as a second language is taught to guide policy makers to improve the instructional skills of teachers in rural settings, and therefore the educational outcomes of the learners. A comparative case study was used to provide evidence-based descriptions of the teachers’ instructional practices from three selected rural classes. Findings indicated that language instruction appeared to focus on structure, compromising the development of the independent academic language skills needed make the transition in Grade 4 to English as the Language of Learning and Teaching (LoLT). It is hoped that this research may inform the planning and monitoring of future literacy development initiatives in schools or to aid teacher education.

Authors

• Margaret Funke Omidire, University of Pretoria

• Marisa Leask, University of Pretoria