Exploring a genre-based pedagogy in the teaching of writing explanation texts in a Grade 11 ESL classroom: an action research case study
- Authors: Nekondo, Linus Vaakohambo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/41603 , vital:25107
- Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
- Full Text:
- Date Issued: 2017
- Authors: Nekondo, Linus Vaakohambo
- Date: 2017
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: http://hdl.handle.net/10962/41603 , vital:25107
- Description: This thesis reports on an action research case study into the use of a genre-based approach (GBA) in teaching the writing of explanation texts to Grade 11 learners in Ohangwena Region, Namibia. Knowledge of how to write different genres is a requirement of the Namibian curriculum, and in particular the Grade 11-12 English Second Language [ESL] syllabus. The study aimed to improve my pedagogic practice in the teaching of genre as an English Second Language [ESL] teacher. It also aimed to further develop my Grade 11 learners’ academic language proficiency in genre writing. I employed two action research [AR] cycles. The first cycle was aimed at establishing learners’ baseline proficiencies with regards to writing explanation texts. The second was then aimed at strengthening the weaknesses I identified in my first cycle. Theoretically informed by the genre and socio-constructivism theories, and following the recommended stages of the genre pedagogy cycle, I designed a GBA lesson unit comprising seven lessons. The lessons spanned a two week period. I used formative assessment to assess my learners’ activities during each lesson using marking rubrics designed in line with the structural and linguistic conventions of explanation texts. Data sources include document evidence from my learners’ pre- and post- instruction written works, my written reflections on the teaching/learning process from my research journal, my learners’ written reflections on each lesson, and the whole class closing discussion. The data revealed that, prior to the GBA intervention, while my Grade 11 learners possessed some skill in writing shorter explanations for content subjects; they lacked deep knowledge for so doing in ESL. The post GBA intervention data revealed that, by interacting with texts and working collaboratively in unpacking the features of the genre, learners were able to develop a more critical awareness of the generic and linguistic features of written explanation texts. The study concludes that learners’ genre writing skills can be strengthened through using a GBA approach in which they are immersed in the relevant text features and provided with appropriate assistance and feedback.
- Full Text:
- Date Issued: 2017
Teacher' views and experiences on learners' drug and substances abuse : a case of two secondary schools in King William's Town education district
- Authors: Malisi, Nyaniso Victor
- Date: 2017
- Subjects: Drug abuse--South Africa--Eastern Cape Substance abuse--South Africa--Eastern Cape High school students--Substance use
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11630 , vital:39091
- Description: Drug and substance abuse amongst secondary school children is a universal phenomenon and it has increased at an unprecedented rate over the past decade and still rising. In South Africa, drug and substance abuse has continued to ruin the youth and subsequently education despite various measures taken to stop it. This study aimed at investigating teachers’ views and experiences on drug and substance abuse by learners. Teachers have a responsibility to ensure that learners do not involve themselves in the use of drugs and substances at school. A case study research was conducted to investigate the views of eight teachers in two selected rural secondary schools in the King William’s Town Education District. Qualitative research guided the research process and the interpretivist paradigm served as bases for data collection. Face-to- face semi-structured interviews and focus group discussions were used to collect data. It emerged from the data that alcohol and substance abuse by learners have a negative effect on their academic work as learners abusing drugs could not concentrate on their studies and bunk classes. The data also showed that learners become violent and most of the time important time that could have been spent teaching is lost dealing with alcohol and substance abuse users. The findings also indicated that there was a lack of parental and community support to effectively deal with drugs in schools. From the findings it can be concluded that there are serious social and academic problems that are caused by drug and substance abuse in the rural schools. It can also be concluded that teachers and school managers had no clear and coherent strategies to deal with drug and substance abuse in schools. In view of the above, I recommend that a comprehensive model should be adopted to fight dug and substance abuse by learners.
- Full Text:
- Date Issued: 2017
- Authors: Malisi, Nyaniso Victor
- Date: 2017
- Subjects: Drug abuse--South Africa--Eastern Cape Substance abuse--South Africa--Eastern Cape High school students--Substance use
- Language: English
- Type: Thesis , Masters , Education
- Identifier: http://hdl.handle.net/10353/11630 , vital:39091
- Description: Drug and substance abuse amongst secondary school children is a universal phenomenon and it has increased at an unprecedented rate over the past decade and still rising. In South Africa, drug and substance abuse has continued to ruin the youth and subsequently education despite various measures taken to stop it. This study aimed at investigating teachers’ views and experiences on drug and substance abuse by learners. Teachers have a responsibility to ensure that learners do not involve themselves in the use of drugs and substances at school. A case study research was conducted to investigate the views of eight teachers in two selected rural secondary schools in the King William’s Town Education District. Qualitative research guided the research process and the interpretivist paradigm served as bases for data collection. Face-to- face semi-structured interviews and focus group discussions were used to collect data. It emerged from the data that alcohol and substance abuse by learners have a negative effect on their academic work as learners abusing drugs could not concentrate on their studies and bunk classes. The data also showed that learners become violent and most of the time important time that could have been spent teaching is lost dealing with alcohol and substance abuse users. The findings also indicated that there was a lack of parental and community support to effectively deal with drugs in schools. From the findings it can be concluded that there are serious social and academic problems that are caused by drug and substance abuse in the rural schools. It can also be concluded that teachers and school managers had no clear and coherent strategies to deal with drug and substance abuse in schools. In view of the above, I recommend that a comprehensive model should be adopted to fight dug and substance abuse by learners.
- Full Text:
- Date Issued: 2017
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