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Classroom interaction in teaching English first additional language learners in the intermediate phase

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dc.contributor.advisor Van Wyk, Micheal, 1960- Maja, Margaret Malewaneng 2016-05-19T06:11:49Z 2016-05-19T06:11:49Z 2015-11
dc.identifier.citation Maja, Margaret Malewaneng (2015) Classroom interaction in teaching English first additional language learners in the intermediate phase, University of South Africa, Pretoria, <> en
dc.description.abstract The purpose of this study was to design components that should be included in a framework for the use of a classroom interaction approach as a strategy in teaching English as First Additional Language to enhance learners’ communicative competence in the primary schools. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English First Additional Language (EFAL) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as promising strategies, though there is superficial implementation of some of these activities in the Intermediate Phase EFAL classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching EFAL to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching EFAL in the classrooms. The research was undertaken at two public primary schools, but the focus was on the Intermediate Phase at Ekurhuleni North District of Gauteng Province. It was found that most of the teachers understood the classroom interaction approach but it was not implemented in some EFAL classrooms as teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that EFAL teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the CAPS document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. en
dc.format.extent 1 online resource (xv, 422 leaves) : color illustrations en
dc.language.iso en en
dc.subject Classroom interaction en
dc.subject English first additional language en
dc.subject Teacher en
dc.subject Learner en
dc.subject Curriculum and Assessment Policy Statement en
dc.subject Communicative competence en
dc.subject Learning opportunities en
dc.subject Framework en
dc.subject Learning environment en
dc.subject Bricoleur en
dc.subject.ddc 372.65210968225
dc.subject.lcsh English language -- Study and teaching (Elementary) -- Foreign speakers -- Case studies en
dc.subject.lcsh English language -- Study and teaching (Elementary) -- South Africa -- Ekurhuleni -- Case studies en
dc.subject.lcsh Classroom management -- South Africa -- Ekurhuleni -- Case studies en
dc.title Classroom interaction in teaching English first additional language learners in the intermediate phase en
dc.type Thesis en
dc.description.department Curriculum and Instructional Studies en D. Ed. (Curriculum Studies)

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