Differentiated Instruction: A Study of English Second Language Teachers’ Awareness and Implementation in Selected High Schools in the Eastern Cape Province
- Authors: Ndu, Onyinyechi Glory
- Date: 2019
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , D Lit. (English)
- Identifier: http://hdl.handle.net/10353/11440 , vital:39072
- Description: The lack of visible academic excellence in South Africa has necessitated the search for a more in-depth approach in teaching and learning. The Department of Basic Education, school administrators and School Governing Bodies are not left out in the search for a distinct approach that would be able to assist teachers and also accommodate diverse learning abilities found in the classroom. The purpose of this study is to investigate English Second Language teachers’ awareness and implementation of differentiated instruction in selected high schools in the Eastern Cape Province, South Africa. The objectives were to find out the extent to which teachers adopt differentiated instructions in their classes: to examine teachers’ narratives about differentiated instruction and the alternative instruction teachers’ use in their classrooms. The study was anchored on the socio-cultural theory, multiple intelligence theory and learning style theory. It employed a mixed method research and triangulation, which was very beneficial for the validation of the research findings. It followed a case study exploratory design and descriptive survey design. A purposive sample of hundred and six (106) participants were used in the study. The quantitative data were analysed using tables, frequencies and percentages while the qualitative data were analysed thematically. The findings of the study revealed that ESL Grade 10 high school teachers were not aware of the term “Differentiated Instruction” even though to some extent they adopted DI approach. Teachers had mixed narratives about DI implementation and they used different alternative instructions during their lessons. The researcher recommended that teachers should be introduced to DI approach and be given more assistance, motivation, exposure and trainings in the form of conferences and seminars on proper DI implementation. Also teachers should be encouraged to continuously develop themselves academically in order to adjust to the new trend of managing the diverse learners that exist in their classes and in differentiating instruction with technology.
- Full Text:
- Date Issued: 2019
- Authors: Ndu, Onyinyechi Glory
- Date: 2019
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , D Lit. (English)
- Identifier: http://hdl.handle.net/10353/11440 , vital:39072
- Description: The lack of visible academic excellence in South Africa has necessitated the search for a more in-depth approach in teaching and learning. The Department of Basic Education, school administrators and School Governing Bodies are not left out in the search for a distinct approach that would be able to assist teachers and also accommodate diverse learning abilities found in the classroom. The purpose of this study is to investigate English Second Language teachers’ awareness and implementation of differentiated instruction in selected high schools in the Eastern Cape Province, South Africa. The objectives were to find out the extent to which teachers adopt differentiated instructions in their classes: to examine teachers’ narratives about differentiated instruction and the alternative instruction teachers’ use in their classrooms. The study was anchored on the socio-cultural theory, multiple intelligence theory and learning style theory. It employed a mixed method research and triangulation, which was very beneficial for the validation of the research findings. It followed a case study exploratory design and descriptive survey design. A purposive sample of hundred and six (106) participants were used in the study. The quantitative data were analysed using tables, frequencies and percentages while the qualitative data were analysed thematically. The findings of the study revealed that ESL Grade 10 high school teachers were not aware of the term “Differentiated Instruction” even though to some extent they adopted DI approach. Teachers had mixed narratives about DI implementation and they used different alternative instructions during their lessons. The researcher recommended that teachers should be introduced to DI approach and be given more assistance, motivation, exposure and trainings in the form of conferences and seminars on proper DI implementation. Also teachers should be encouraged to continuously develop themselves academically in order to adjust to the new trend of managing the diverse learners that exist in their classes and in differentiating instruction with technology.
- Full Text:
- Date Issued: 2019
An analysis of teachers' experiences in using English as medium of instruction among grade 4 learners in Maluti district
- Authors: Rabelemane, Tsielo Aron
- Date: 2017
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/8221 , vital:32058
- Description: The issue of medium of instruction has been a growing concern for most researchers, especially in contexts where English is used as medium of instruction at the expense of the learner’s mother tongue. In a South African context, the problem is being aggravated by the fact that English becomes a language of learning and teaching in Grade 4 whereas the learners’ medium of instruction in the lower grades has been their mother tongue and therefore did not have a firm grasp of the English language. Subsequently, there is a general outcry in South Africa that the shift from mother tongue to English as language of learning and teaching happens too early. The objectives in this thesis were to examine the experiences faced by Grade 4 teachers in using English as language of learning and teaching; to determine how these experiences impinge on learning and teaching in Grade 4 and to determine whether the teachers’ perceptions of English as the language of learning and teaching impinges on the success of the Grade 4 learners. The theoretical framework of this study is based on bilingualism and multilingualism theories. Qualitative and quantitative approaches were used in the study. The study followed a survey design and both purposive and convenience sampling techniques were used. A sample of 100 teachers from 30 selected schools was chosen. The researcher collected data using individual interviews, questionnaires and observation. The qualitative data was analysed thematically whereas SPSS was used for the quantitative data. The findings of the study revealed that learners lacked confidence in expressing themselves in English in front of their peers and as a result the majority of learners did not participate in class when teachers were teaching in English. The results further showed that learners were passive due to poor understanding of the English language which sometimes resulted in communication breakdown between the teacher and the learner. The researcher recommended that the Government should provide the teachers with workshops that will unpack the strategies of teaching Grade 4 learners in using English as a medium of instruction.
- Full Text:
- Date Issued: 2017
- Authors: Rabelemane, Tsielo Aron
- Date: 2017
- Subjects: English language -- Study and teaching Language and languages -- Study and teaching
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: http://hdl.handle.net/10353/8221 , vital:32058
- Description: The issue of medium of instruction has been a growing concern for most researchers, especially in contexts where English is used as medium of instruction at the expense of the learner’s mother tongue. In a South African context, the problem is being aggravated by the fact that English becomes a language of learning and teaching in Grade 4 whereas the learners’ medium of instruction in the lower grades has been their mother tongue and therefore did not have a firm grasp of the English language. Subsequently, there is a general outcry in South Africa that the shift from mother tongue to English as language of learning and teaching happens too early. The objectives in this thesis were to examine the experiences faced by Grade 4 teachers in using English as language of learning and teaching; to determine how these experiences impinge on learning and teaching in Grade 4 and to determine whether the teachers’ perceptions of English as the language of learning and teaching impinges on the success of the Grade 4 learners. The theoretical framework of this study is based on bilingualism and multilingualism theories. Qualitative and quantitative approaches were used in the study. The study followed a survey design and both purposive and convenience sampling techniques were used. A sample of 100 teachers from 30 selected schools was chosen. The researcher collected data using individual interviews, questionnaires and observation. The qualitative data was analysed thematically whereas SPSS was used for the quantitative data. The findings of the study revealed that learners lacked confidence in expressing themselves in English in front of their peers and as a result the majority of learners did not participate in class when teachers were teaching in English. The results further showed that learners were passive due to poor understanding of the English language which sometimes resulted in communication breakdown between the teacher and the learner. The researcher recommended that the Government should provide the teachers with workshops that will unpack the strategies of teaching Grade 4 learners in using English as a medium of instruction.
- Full Text:
- Date Issued: 2017
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