teachers' and learners' experiences of learners' writing in english first additional language PDF
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TEACHERS’ AND LEARNERS’ EXPERIENCES OF LEARNERS’ WRITING IN ENGLISH FIRST ADDITIONAL LANGUAGE: A CASE STUDY OF ISIXHOSA AND AFRIKAANS LEARNERS A thesis submitted in fulfilment of the requirements for the degree of DOCTOR OF PHILOSOPHY Faculty of Education University of Fort Hare By THANDISWA MPITI Supervisor: Dr. Jane-Francis A. ABONGDIA May, 2016 ABSTRACT A central concern of education internationally is to develop children’s literacy skills. In many parts of the world, the need to become fluent in a second language is essential for gaining meaningful access to education, the labour market and broader social functioning. In spite of these efforts, the problem still continues. The level of English language proficiency is far from satisfactory and these goals are unattainable by others. The issue is more complex in South Africa as learners are immersed in a second language (L2) curriculum. South Africa is a prime example of a country facing the dilemma of how to effectively equip a majority of its population with English as a second language. There is however, insufficient literature that looks into writing experiences of isiXhosa and Afrikaans background learners in English First Additional Language (EFAL). Hence, the study investigates teachers’ and learners’ experiences on learners’ writing in English. Moreover, the possible causes of writing difficulties and teacher’s practices for teaching writing are explored. The theoretical and conceptual framework for the study is provided by studies on constructivist theories and sociocultural theories. In exploring these issues, a qualitative approach through semi-structured interviews, classroom observations and document analysis was adopted. This data is analysed using the critical discourse analysis (CDA). The study identified a weak correlation between teachers’ beliefs and their actual teaching practices. Although the teachers believe that writing is as important as listening, speaking, reading, grammar and vocabulary, and that it needs regular practice, the data reveal that they fail to put their beliefs into practice. Moreover, the data revealed that learners were disturbed by their home language because when they do not know a word they would write either the isiXhosa or the Afrikaans equivalent. Code-switching seems to have instilled a sense of “dependence on translations” where some learners would not even try to answer English questions but would wait for the teacher to translate the questions into isiXhosa or Afrikaans before they could attempt to give answers. The findings show a marked improvement in the writing performance of learners who used the process approach in writing. These findings demonstrate the need for assisting teachers to shift away i from focusing only on learners’ performance (testing and grading) towards a stronger emphasis on the process of writing. The study concludes that the process approach to writing could enable teachers to focus on the various parts of the writing process which can give more freedom to learners to experiment their language proficiency. It would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS. Overall, the study shows that both learners and teachers face numerous challenges relating to writing. This means that more work still needs to be done in this area. The present study argues that teachers teaching EFAL learners should approach writing as a critical and core aspect of learners’ education. Learners should be exposed to intensive writing activities throughout their school years. Key words: writing, home language, English first additional languages, English second language, language of learning and teaching, language proficiency, language competence, learning as social practice, constructivism. ii DECLARATION I, Thandiswa Mpiti declare that the Teachers’ and Learners’ experiences of learners’ writing in English first additional language: a case of isiXhosa and Afrikaans learners is my own work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. This research has not been previously submitted for any degree at this or any other university. ………………………………… ……………………………….. Thandiswa Mpiti Date iii DEDICATION This study is dedicated to my very first role model and early life mentor, my late father, Milton Bonani Vuyelele, who has been my inspiration. To you Ngconde, Togu, Phalo, Tshiwo, Butsolo Bentonga, Mdange… Many thanks for your love, support, spiritual guidance and for showing me the way before you went to meet the Lord. I have studied and fulfilled your wishes. I so wish you can be here and be glad with me, but I know your bones speak life like the bones of Prophet Elisha (2 Kings 13:21). That is why I have made this far. I Iove you Ta. To my dear husband Sebenzile Julius Mpiti, uDlamini omhle. I am deeply grateful for his encouragement, along with his love and understanding, always helping me to stay focused. His constant support has enabled me to be a better person. Without him, none of this would be possible. I call him ‘J’, his love and understanding took me through this process. I love you, ‘J’! iv ACKNOWLEDGEMENTS Working for a doctoral degree by writing this thesis has been one of the most rewarding experiences in my life. While making my way through this program, I have come to know many people to whom I am grateful for their friendship, collaboration, expertise, and mentorship. First of all, I would like to convey my gratitude to the Lord, God Almighty, for the strength and the resilience He gave me during the course of this study. All praises belong to Him for his abundant mercies, grace, blessing, and guidance that I completed this thesis on due time. He did this through the many people who helped me one way or the other. I would like to express my indebtedness and gratitude to my supervisor, Dr. Jane- Francis A. Abongdia who patiently revised each chapter of this thesis and provided valuable direction throughout my thesis writing process. I have been blessed to have such a brilliant supervisor. I am grateful to her advice, her sense of humour, and for her support throughout the entire process. This thesis would not have been possible without her intimidating theoretical insight, foresight, motivation and unforgiving constructive critique. All credit is due to her. Thank you for believing in me and encouraging me by taking out the best in me. You’re the best! Writing up this thesis has brought together many fruitful discussions with too many people. In particular I want to acknowledge Ms. Lungiswa Nomqa (Lungi) for sharing the fatigue and joy and always being there for me when I needed her the most, even at late night; she would wake up and answer my calls with that horsey voice. I love you! Special thanks to my sisters who supported me throughout my research, their kindness, understanding, and tolerance kept me through. This thesis is for you Weliswa Mlityalwa, Thozama Vakalisa, Xoliswa Vuyelele, Busiswa Vuyelele- Titchmarsh, Amanda Mabetshe and Ayanda Vuyelele for your support and prayers. May God bless you! Finally, I would like to sincerely thank Gladys Vuyelele my mom uDudu kaTa, uMadlomo, Sophitsho, Ngqolomsila. Her words have kept me this far. She is my v pillar of strength. Her unending advice throughout all the stages of my thesis was invaluable. Her prayers have been answered and her interceding moments on my behalf have worked. I always smile when I think about you Nuja, Linqi, Bantu and Sista, I know batshana bam you look up to me. I love you! My special thanks to Anele for making me laugh and his encouraging words. I would also like to recognize Siyakha Dike for his time, patience, and help with drawing the figures and tables. Finally, I would like to thank everybody, who was important to the successful realization of my thesis, as well as expressing my apology that I could not mention each one personally. vi ACRONYMS ACE – Advanced Certificate in Education ANA – Annual National Assessment ASLPR – Australian Second Language Proficiency Ratings B.Ed – Bachelor of Education Degree B.Ed (Hons.) – Honours in Bachelor of Education CA – Critical Analysis CAPS – Curriculum and Assessment Policy Statements CDA – Critical Discourse Analysis CL – Critical Linguistics CR – Consciousness-raising DoBE – Department of Basic Education EFAL – English First Additional Language EFL – English Foreign Language ELL – English Language Learners ELRC – Education Labour Relations Council ESL – English Second Language FAL – First Additional Language F – Female FDE – Further Diploma in Education ICT – Information Communication Technology JPTD – Junior Primary Teachers Diploma vii LiEP – Language-in-Education Policy LIFE – Literacy Initiative for Empowerment Ln - Learner LoLT – Language of Learning and Teaching L.O – Life Orientation L1 – Home language L2 – Second language L3 - Language and Learning Literacy M – Male MoI – Medium of Instruction NCCA – National Council for Curriculum and Assessment NS & Tech – Natural Sciences and Technology PIRLS – Progress in International Reading Literacy Study REQV – Relative Education Qualification Value RNCS – Revised National Curriculum Statement SACE – South African Council of Educators SACMEQ – South African Consortium for Monitoring Educational Quality SAQA – South African Qualifications Authority SLA – Second Language Acquisition SPTD – Senior Primary Teachers Diploma SPDE – Senior Primary Diploma in Education S.S – Social Sciences TESOL – Teaching English as a Second Language viii TLA – Teacher Language Awareness TL – Target Language UNESCO – United Nations Educational, Scientific and Cultural Organization US – United States ZPD – Zone of Proximal Development ix
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