Teaching English as a social practice: A practical guide

Abstract

Pupils lack the joys and delights of literacy, whilst pressured into learning by memorisation (rote). Such examples are: initiating discussions with the schoolteacher, developing essential or analytical observations regarding their surroundings and elements, whilst discovering text interconnectedness, possibly achieved through reading. Numerous teachers are perceived as unsure concerning generating a need amongst learners to focus on instructions. This study demonstrates poetry as a solution for this challenge. The study focusses on ways, teaching English as a social practice, using a literacy process observation amongst High School De Vos Malan's pupils in King Williams Town in the Province of the Eastern Cape, South Africa. The "Atwell Reading Workshop" is used for data collection. The study is identified, using a qualitative and interpretive approach. This study concentrates on four reading alleviations workshops: Reading and interpreting a selected book, scheduled at specific times in the chosen educational institute; fundamental inspiration; observing the literacy progression; poetry reading and involvement of pupils. This study is informed by "Foucault's Critical Discourse Analysis", representing a theoretical framework. This research shows that no other literature type can be equal to that of poetry teaching. Poetry teaching represents expressions, meticulous intense wording, the significance of a nonfictional opinion, dialogue forms and the prominence thereof, the splendour of allegorical linguistics and therefore the necessity of correct punctuation and descriptive linguistics.

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

“…This can lead to a reliance on standardised tests that may not account for the unique features of indigenous languages or the specific context in which they are spoken. For example, a test designed for English speakers may not be appropriate for assessing a learner's proficiency in isiXhosa (Kepe & Linake, 2019;Majola & Cekiso, 2023;Mashige et al, 2019;Palmer et al, 2019). Moreover, deficient teacher training can lead to biased assessments, which in turn, can result in unequal treatment of learners (Dube, 2020;Olawale et al, 2022;Schoeman et al, 2023).…”