FIRST ADDITIONAL LANGUAGE TEACHING IN SELECTED GRADE 4

456 Pages·2014·3.74 MB·English

FIRST ADDITIONAL LANGUAGE TEACHING IN SELECTED GRADE 4 – 6 CLASSES
IN WESTERN CAPE URBAN SCHOOLS:
THE CASE OF AFRIKAANS

by

CHRISTA THORNHILL

Dissertation presented for the degree of

DOCTOR OF PHILOSOPHY
(CURRICULUM STUDIES)

in the Faculty of Education

at

Stellenbosch University

PROMOTER: DR M.L.A. LE CORDEUR
December 2014
Stellenbosch University http://scholar.sun.ac.za

DECLARATION

Student number: 10630740

By submitting this dissertation, I declare that the entirety of the work contained
therein is my own, original work, that I am the sole author thereof (save to the extent
explicitly otherwise stated) and that I have not previously in its entirety or in part
submitted it for obtaining any qualification

.................................................. ..... 29 October 2014....
A. C. Thornhill Date

Copyright © 2014 Stellenbosch University
All rights reserved
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LANGUAGE CERTIFICATE
21 June 2014

TO WHOM IT MAY CONCERN

This is to confirm that I assisted Ms CHRISTA THORNHILL (Curriculum Studies in the
Faculty of Education at Stellenbosch University) with the language editing of her doctoral
thesis: FIRST ADDITIONAL LANGUAGE TEACHING IN GRADE 4 – 6 CLASSES IN
WESTERN CAPE URBAN SCHOOLS: THE CASE OF AFRIKAANS, while she was
preparing the manuscript for submission. I went through the entire draft making corrections
and suggestions with respect predominantly to language usage. Given the nature of the
process, I did not see the final version, but made myself available for consultation as long as
was necessary.

I may be contacted personally (details below) for further information or confidential
confirmation of this testimonial.

Dr Edwin Hees (Associate Professor Emeritus)
Department of Drama (formerly Dept. English 1979-2004)
University of Stellenbosch
Private Bag X1
Matieland 7602
Phone [phone] (h) 076-977-7742 (cell)
[email protected]

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ABSTRACT

The aim of this study was to investigate and describe the current state of Afrikaans FAL
teaching in selected Gr 4 – 6 classes in Western Cape urban schools. This was done by
presenting an overview of the literature relevant to FAL teaching and FAL curricula as well as
the results from questionnaires and semi-structured interviews with Gr 4 – 6 teachers. This
study does not offer a quick-fix solution to the problems in the Afrikaans FAL classrooms, but
the researcher believes that the findings will highlight the daily challenges Afrikaans FAL
teachers have to face and that all role players will become actively involved in improving the
state of Afrikaans FAL teaching in the Western Cape.

The relevance of this study lies in the national drive towards the promotion of multilingualism
among the general population and especially in education. Feedback from student teachers
returning from practice teaching indicated that not enough time is allocated by schools for the
instruction of Afrikaans FAL; greatly differing methodologies as well as teaching and learning
materials are being used in Afrikaans FAL classes; and learner and teacher Afrikaans
proficiency varies from class to class.

A theoretical framework for language teaching and learning, a literature study pertaining to
first additional language teaching nationally and internationally, and an analysis of South
African FAL curricula support the research. Constructivism, social constructivism and teacher
knowledge were identified as the underpinning theories for language teaching and learning.
The literature study provides an overview of all the major methodologies relevant to FAL
teaching and the researcher concluded that there is no single method or approach that will
ensure effective FAL teaching, but that teachers should implement an eclectic approach to
achieve the best results.

This study used a mixed methods approach to generate empirical data; 125 questionnaires,
completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For the
qualitative strand of the study, semi-structured interviews were conducted with 17 Afrikaans
FAL teachers. The data of these interviews were used as triangulation, to confirm or
disconfirm and elaborate on the results of the questionnaires.

One of the major factors impacting negatively on the teaching and learning of Afrikaans FAL
is the negative attitude towards Afrikaans among many learners and their parents. Teachers
are not equipped with teaching strategies and techniques to manage these negative
attitudes. The results show that many teachers still follow a teacher-centred approach to
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teaching, which is an indication that learners are not given enough opportunities to develop
their communicative competence through interaction with others. Another factor affecting
Afrikaans FAL teaching negatively is that not all schools implement the prescriptions of the
various language policies and curricula as they should.

The study also investigated the use of appropriate and relevant learning and teaching
support materials (LTSM) in the FAL classroom. The results showed that most teachers still
mainly use the textbook as teaching resource. There is a dire need for appropriate Afrikaans
LTSM for FAL. The expectation is that, in the age of technology we find ourselves in today,
learners’ interest will be stimulated through the use of technological teaching aids. Teachers
should therefore have access to, and use, a variety of media and technological teaching aids
and be able to integrate them effectively into their language teaching.

The findings of the study revealed teachers are caught up in traditional language teaching
methods and strategies which do not contribute to the enhancement of learners’ proficiency
in the target language. The study also closely examined the different types of knowledge that
a language teacher should have. The results showed that the teachers’ knowledge of the
curriculum, language policies, language teaching and learning theories as well as
methodologies is extremely limited. Therefore a new method or approach is needed, which is
why this study recommends that the HEIs and the WCED ensure that initial teacher training
programmes and in-service training workshops are upgraded and adapted in order to
prepare the teachers adequately to implement the prescribed curriculum using appropriate
methodologies and strategies.

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OPSOMMING

Die doel van hierdie studie was om die huidige stand van Afrikaans Eerste Addisionele Taal
(EAT) onderrig in gekose Gr 4 – 6 klasse in Wes-Kaapse stedelike skole te ondersoek en
beskryf. Dit is gedoen by wyse van die aanbieding van ’n oorsig van die betrokke literatuur
oor EAT-onderrig en EAT-kurrikula, asook die resultate van vraelyste en semi-
gestruktureerde onderhoude met Gr 4 – 6-onderwysers. Hierdie studie bied nie ’n
kitsoplossing vir die probleme in die Afrikaans EAT klaskamers nie, maar die navorser glo
dat die bevindinge die uitdagings wat Afrikaans EAT-onderwysers daagliks trotseer, sal
beklemtoon en dat alle rolspelers aktief betrokke sal raak om die stand van Afrikaans EAT
onderrig in die Wes-Kaap te verbeter.

Die toepaslikheid van hierdie studie is gesetel in die nasionale klem op die bevordering van
meertaligheid onder die algemene pupliek en veral in die onderwys. Studente terugvoer na
die praktiese onderwys dui daarop dat nie genoeg tyd aan die onderrig van Afrkaans EAT in
skole bewillig word nie en dat daar ‘n groot verskeidenheid onderrigmetodes en onderrig- en
leerhulpmiddels in Afrikaans EAT-klasse aangewend word. Leerders en onderwysers se
vaardigheid in Afrikaans wissel ook van klas tot klas.

Die navorsing is ondersteun deur ‘n teoretiese raamwerk van taalonderrig en –leer, ‘n
literatuurstudie van eerste addisionele taalonderrig, nasionaal sowel as internasionaal,
asook ‘n analise van Suid-Afrikaanse EAT-kurrikula. Konstruktivisme. sosio-konstruktivisme
en onderwyser kennis is geïdentifiseer as die teoretiese begronding vir taalonderrig en –leer.
Die literatuurstudie gee ‘n oorsig van al die belangrike en relevante EAT-metodieke. Die
navorser het tot die gevolgtrekking gekom dat nie een enkele metode of benadering
effektiewe EAT-onderrig kan verseker nie, maar dat onderwysers ‘n eklektiese benadering
behoort te volg om die beste resultate te verseker.

Hierdie studie het ‘n gemengde navorsingsbenadering gevolg ten einde empiriese data te
genereer. Die kwantatiewe data is ingesamel by wyse van talle vraelyste wat deur Gr 4 – 6
Afrikaans EAT-onderwysers voltooi is. Semi-gestruktureerde onderhoude is met 17 Afrikaans
EAT-onderwysers gevoer ten einde die kwalitatiewe data in te samel. Die data van hierdie
onderhoude is gebruik as tri-angulasie om die resultate van die vraelyste te bevestig of te
weerspreek.

Een van die belangrikste faktore wat die onderrig en leer van Afrikaans EAT negatief
beïnvloed, is baie leerders en ouers se negatiewe houding teenoor Afrikaans. Onderwysers
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is nie toegerus met die nodige onderrigstrategieë en –tegnieke om hierdie negatiewe
houdings aan te spreek nie. Die resultate wys daarop dat baie onderwysers steeds ’n
onderwyser-gerigte benadering volg wat daartoe lei dat die leerders nie genoegsame
geleentheide kry om hulle kommunikatiewe vaardighede by wyse van interaksie met ander te
ontwikkel nie. ‘n Ander faktor wat Afrikaans EAT-onderrig negatief beïnvloed, is die feit dat
nie alle skole die voorskrifte van die verskillende taalbeleide en kurrikula implementeer soos
van hulle verwag word nie.

Hierdie studie het ook die gebruik van gepaste en relevante onderrig- en
leerondersteuningsmateriaal in die EAT-klaskamer ondersoek. Die resultate het daarop
gedui dat die meeste onderwysers nog steeds die handboek as belangrikste
onderrighulpmiddel gebruik. Daar bestaan ‘n geweldige behoefte na gepaste Afrikaanse
onderrig- en leermateriaal vir EAT. In die tegnologiese era waarin ons ons bevind, bestaan
die verwagting dat leerders se belangstelling gestimuleer sal word deur die gebruik van
tegnologiese onderrigmateriaal. Onderwysers behoort dus toegang te hê tot en ‘n wye
verskeidenheid media en tegnologiese onderrigmateriaal te kan gebruik en in staat wees om
dit suksesvol te integreer in hulle taalonderrig.

Die bevindinge van hierdie studie het gewys dat onderwysers vasgevang is in tradisionele
taalonderrigmetodes en –strategieë wat nie bydra tot die ontwikkeling van die leerders se
vaardigheid in die teikentaal nie. Die verskillende soorte kennis waaroor ‘n taalonderwyser
behoort te beskik is ook onder die vergrootglas geplaas. Die resultate het getoon dat die
onderwysers se kennis van die kurrikulum, taalbeleid, taalonderrig en –leerteorieë en
metodieke uiters beperk is. Daar is dus ‘n behoefte aan ‘n nuwe metode of benadering en
daarom beveel hierdie studie aan dat onderwyseropleidingsprogramme en
indiensopleidingswerkswinkels opgegradeer en aangepas word deur die
Hoëronderwysinstellings en die WKOD om te verseker dat onderwysers voldoende voorberei
word om gepaste metodieke en strategieë toe te pas in die implementering van die
voorgeskrewe kurrikula.

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ACKNOWLEDGEMENTS

I would like to express my sincerest appreciation to the people below who have contributed
to the completion of this study in various ways. This study would not have been possible
without your support, participation and encouragement:

Dr Michael le Cordeur, my promoter, for your understanding, motivation, ongoing support,
endless patience, expert guidance and valuable inputs;

My children, Christopher and Samantha, and son-in-law, Shaun, whose unconditional love,
encouragement and faith in my ability kept me focused on my goal;

My father, Albertus, for your ongoing support and encouragement. Thank you for all your
prayers, love, for always being there for me, and for believing in me;

Nici Rousseau and André Steenkamp for your assistance and guidance with the
questionnaire;

My colleagues and friends, for your love, understanding, interest, encouragement and
support;

The NRF for their financial support without which this study would not have been possible;

Pippa Campbell, CPUT librarian, for your all your help with locating and sourcing articles and
other references;

Prof Edwin Hees for editing of the thesis and the valuable comments which far exceeded the
brief of proofreading;

Chris Dumas for your technical editing of the thesis done with so much patience.

To God be the glory.

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TABLE OF CONTENTS

DECLARATION ........................................................................................................... i 
LANGUAGE CERTIFICATE ........................................................................................ ii 
ABSTRACT ......................................................................................................... iii 
OPSOMMING .......................................................................................................... v 
ACKNOWLEDGEMENTS.......................................................................................... vii 
TABLE OF CONTENTS ........................................................................................... viii 
LIST OF FIGURES .................................................................................................. xvii 
LIST OF TABLES ...................................................................................................... xx 
LIST OF ABBREVIATIONS AND ACRONYMS ........................................................ xxi 

CHAPTER 1  BACKGROUND, PROBLEM STATEMENT AND OBJECTIVES OF
THE RESEARCH ........................................................................................................ 1 
1.1  ORIENTATION ......................................................................................................................... 1 
1.2  BACKGROUND TO THE STUDY ................................................................................................ 2 
1.2.1  Introduction ........................................................................................................................... 2 
1.2.2  Constructivism ........................................................................................................................ 2 
1.2.3  Social constructivism .............................................................................................................. 3 
1.2.4          Teacher knowledge ................................................................................................................. 4 
1.2.5  Clarification of terminology ................................................................................................... 5 
1.2.5.1      First additional language ....................................................................................................... 5 
1.2.5.2   Urban schools ......................................................................................................................... 5 
1.2.6       Language policies ................................................................................................................... 5 
1.2.7     Language curricula ................................................................................................................. 7 
1.2.8        First additional language methodologies ............................................................................... 8 
1.2.9         Learning and teaching support materials (LTSM) .................................................................. 9 
1.2.10      The first additional language teacher .................................................................................... 9 
1.2.11    The first additional language learner ................................................................................... 10 
1.3  MOTIVATION FOR THE RESEARCH ....................................................................................... 11 
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1.4  THE RESEARCH PROBLEM..................................................................................................... 11 
1.5  RESEARCH OBJECTIVES ......................................................................................................... 12 
1.6  RESEARCH QUESTIONS ......................................................................................................... 13 
1.6.1  Central research question .................................................................................................... 13 
1.6.2  Sub‐questions ....................................................................................................................... 13 
1.7  RESEARCH METHODOLOGY .................................................................................................. 13 
1.7.1  Data collection ..................................................................................................................... 14 
1.7.1.1  Target group ......................................................................................................................... 14 
1.7.1.2  Sampling method ................................................................................................................. 14 
1.7.1.3  Data‐collection methods ...................................................................................................... 15 
1.7.1.3.1  Questionnaires ..................................................................................................................... 15 
1.7.1.3.2  Interviews ............................................................................................................................. 16 
1.8  ETHICAL CONSIDERATIONS .................................................................................................. 16 
1.9  CHAPTER DIVISION ............................................................................................................... 17 
1.10  CONCLUSION ........................................................................................................................ 18 

CHAPTER 2  THEORETICAL FRAMEWORK ...................................................... 19 
2.1  INTRODUCTION .................................................................................................................... 19 
2.2  CONSTRUCTIVISM ................................................................................................................ 19 
2.3  SOCIAL CONSTRUCTIVISM .................................................................................................... 24 
2.4  TEACHER KNOWLEDGE ......................................................................................................... 28 
2.5  SUMMARY ............................................................................................................................ 33 

CHAPTER 3  LITERATURE REVIEW .................................................................. 35 
3.1  INTRODUCTION .................................................................................................................... 35 
3.2  LANGUAGE POLICIES ............................................................................................................ 35 
3.2.1  Language legislation and policies in South Africa ................................................................ 37 
3.2.2  Language distribution and implications ............................................................................... 43 
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