- Title
- Investigating the implementation of teaching strategies used by foundation phase teachers in multilingual classrooms
- Creator
- Green, Marizanne
- Subject
- Multiculturalism -- Study and teaching
- Subject
- Language and languages -- Study and teaching
- Subject
- Education, Bilingual -- South Africa
- Date Issued
- 2024-12
- Date
- 2024-12
- Type
- Master's theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/68322
- Identifier
- vital:76974
- Description
- In South Africa, there are eleven official languages: English and Afrikaans and nine indigenous languages. However, the dominant language of learning and teaching in multilingual classrooms is English. Teachers are not all equipped to cater for a multilingual classroom that is conducive to learning. Hence, it is important that teaching strategies teachers used need to support learners’ access to knowledge and their language proficiency through the learning process. This qualitative case study aimed at investigating the teaching strategies used by Foundation Phase teachers in multilingual classrooms. The study was guided by an interpretivist paradigm which was helpful in providing in-depth knowledge on multilingual Foundation Phase classrooms and the teaching strategies that teachers implement. The study used a purposive sampling strategy with 4 Foundation phase teachers teaching Grades R-4. Drawing upon classroom observations and semi-structured individual interviews as the primary methods of data collection, the study explored the teaching strategies teachers use in multilingual foundation phase classrooms. A thematic data analysis was employed. Findings revealed a need for inclusive practices in FP multilingual classrooms, need to support learning using various teaching strategies, need to recognize realities in multilingual classrooms and a role that stakeholders can play in learning. Recommendations are provided for SGB’s, Curriculum designers, FP teachers and parents.
- Description
- Thesis (MEd) -- Faculty of Education, School of Primary School Education, 2024
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (164 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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Collections
NMU School for Initial Teacher Education
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | GREEN, M. December 2024pdf.pdf | 2 MB | Adobe Acrobat PDF | View Details Download |