Classroom interaction in teaching English First Additional Language learners in the Intermediate ...

437 Pages·2016·3.9 MB·English

Classroom interaction in teaching English First Additional Language learners
in the Intermediate Phase

by

MARGARET MALEWANENG MAJA

submitted in accordance with the requirements
for the degree of

DOCTOR OF EDUCATION

In the subject

CURRICULUM STUDIES

at the

UNIVERSITY OF SOUTH AFRICA

SUPERVISOR: PROFESSOR MM VAN WYK

NOVEMBER 2015
DECLARATION

I, Margaret Malewaneng Maja (student number 31368891) declare that this thesis
(Classroom interaction in teaching English First Additional Language learners in the
Intermediate Phase) has not been submitted by me before at any other university. It
is my original work and I have acknowledged all the sources referred and cited in the
references.

MARGARET MALEWANENG MAJA
November 2015

i
DEDICATION

To my mom, Lydia Moshidi and my late dad, Mackay Madulatšatšing Dibakwane,
you always wanted us to get educated. You have been such an inspiration
throughout this research. I also dedicate this work to all EFAL teachers who
construct environments conducive for target language learning under challenging
and diverse conditions. May your commitment last forever to persuade others to
follow in your footsteps. Likewise, EFAL learners, may your commitment to learning
the language continue to motivate other language learners.

ii
ACKNOWLEDGEMENTS

I would like to express my gratitude and appreciation to the following individuals:

I have been fortunate to have Professor Micheal M Van Wyk as my supervisor. His
valuable guidance, immediate feedback, motivation and trust inspired me all through
the study.

EFAL teachers and learners who contributed to this work by participation.

My brothers and sisters who believed in my attempt and stood behind me.

Special thanks to my sons, Lesego, Kabelo and Lerato for their support and
motivation during the tough times of the study.

Above all, I thank the Almighty God for it all.

iii
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.
iv
KEY TERMS

Classroom interaction Communicative competence
English First Additional Language Learning opportunities
Teacher Framework
Learner Learning environment
Curriculum and Assessment Policy Statement Bricoleur

v
ACRONYMS AND ABBREVIATIONS

ANA Annual National Assessment
CAPS Curriculum and Assessment Policy Statement
DBE Department of Basic Education
DIY Do-it-yourself
DoE Department of Education
EFAL English as First Additional Language
GPLMS Gauteng Primary Literacy and Mathematics
Strategy
LoLT Language of Learning and Teaching
NCAPS National Curriculum and Assessment Policy
Statement
NCS National Curriculum Statement
NCTE National Council of Teachers and English in the USA
News Letter Fall News Letter
PIRLS Progress in International Reading Study
Quick Guide Transnational Teaching Quick Guide
RNCS Revised National Curriculum Statement
Saskatchewan Ministry Saskatchewan Ministry of Education

vi
TABLE OF CONTENTS

DECLARATION i
DEDICATION ii
ACKNOWLEDGEMENTS iii
ABSTRACT iv
KEY TERMS v
ACRONYMS AND ABBREVIATIONS vi

CHAPTER 1
ORIENTATION TO THE STUDY

1.1 BACKGROUND OF THE STUDY 1
1.2 RATIONALE 4
1.3 CONTEXT 5
1.4 THE PROBLEM STATEMENT 6
1.5 RESEARCH PURPOSE AND QUESTIONS 8
1.5.1 Purpose of the study 8
1.5.2 Primary research question 10
1.5.3 Research sub questions 10
1.5.4 The aim of the study 11
1.5.5 The objectives of the study 11
1.6 RESEARCH ASSUMPTIONS 12
1.7 RESEARCH PARADIGMS 15
1.7.1 Ontology 16
1.7.2 Epistemology 16
1.7.3 Methodology 17
1.7.4 Methods 18
1.8 SCOPE AND LIMITATIONS OF THE STUDY 19
1.9 THE TRUSTWORTHINESS AND CREDIBILITY OF THE STUDY 20
1.10 ETHICAL CONSIDERATIONS 21
1.11 STRUCTURE OF THE THESIS 22
1.12 SUMMARY 24

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CHAPTER 2
CONCEPTUAL FRAMEWORK UNDERPINNING A CLASSROOM
INTERACTION APPROACH

2.1 INTRODUCTION 25
2.1.1 Defining a concept 28
2.1.2 Definition of a Component 29
2.2 AN OUTLINE OF THE CONCEPTUAL FRAMEWORK 29
2.2.1 Ontology – The reality of the classroom interaction 30
2.2.2 Epistemology – How is classroom interaction knowledge generated? 31
2.2.3 Personal interests in the Classroom Interaction 32
2.2.4 Topical research concerning classroom interaction 32
2.2.5 Theories for classroom interaction 33
2.3 MOTIVATION FOR USING THE INTERPRETIVE/CONSTRUCTIVISM
PHILOSOPHIES 51
2.4 SUMMARY 52

CHAPTER 3
THE NATURE AND SCOPE OF CLASSROOM INTERACTION

3.1 INTRODUCTION 53
3.2 CLASSROM INTERACTION AND INTERACTIVE LEARNING 53
3.2.1 Classroom interaction 53
3.2.2 Interactive learning 61
3.3 INTERACTIVE ACTIVITIES 65
3.3.1 Discussion 66
3.3.2 Storytelling 67
3.3.3 Role-play 79
3.3.4 Reading aloud 95
3.3.5 Debate 107
3.4 SUMMARY 124

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CHAPTER 4
TEACHING METHODS AND CLASSROOM INTERACTION ACTIVITIES
ACROSS THE CURRICULUM AND ASSESSMENT POLICY STATEMENT

4.1 INTRODUCTION 126
4.2 BACKGROUND KNOWLEDGE AND TEACHING METHODS 127
4.3 TRADITIONAL CLASSROOMS VERSUS CONSTRUCTIVIST
CLASSROOMS 128
4.3.1 Traditional classrooms/Teacher-centred classrooms 130
4.3.2 Constructivist/Learner-centred classrooms 134
4.4 TEACHING APPROACHES IN THE NATIONAL CURRICULUM
STATEMENT GRADES R-12 OF SOUTH AFRICA 140
4.4.1 Text-based approach 140
4.4.2 Communicative approach 141
4.5 STRATEGIES TO INITIATE CLASSROOM INTERACTION 142
4.5.1 Learning Centres 143
4.5.2 Scaffolding 144
4.5.3 Scripting 145
4.5.4 The use of posters 146
4.5.5 The use of diaries 146
4.6 CURRICULUM POLICY CHANGE: FROM RNCS TO CAPS 146
4.6.1 The overarching aims of the CAPS 148
4.6.2 The subjects and time allocation in the Intermediate Phase 151
4.6.3 Specific aims of EFAL in the CAPS 152
4.6.4 The teaching time for the First Additional Language in the Intermediate
Phase curriculum 153
4.6.5 Text length 154
4.6.6 Length of texts for English as First Additional Language 155
4.6.7 Vocabulary to be attained 156
4.6.8 Procedure in teaching EFAL in the CAPS 156
4.6.9 Teaching plans 158
4.6.10 Content of teaching plans 158
4.6.11 How the texts/activities are sequenced across the two-week cycle 163
4.6.12 Type of texts prescribed and recommended 163
4.7 CLASSROOM INTERACTION ACTIVITIES ACROSS THE CURRICULUM 163
4.7.1 Discussion across the Curriculum 164
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