Table Of ContentTEACHERS’ 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
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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.
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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
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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’!
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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
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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.
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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
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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
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TLA – Teacher Language Awareness
TL – Target Language
UNESCO – United Nations Educational, Scientific and Cultural Organization
US – United States
ZPD – Zone of Proximal Development
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