The use of English to offer learner support and enhance perceptual skills development in South African township schools

Abstract

Research has identified the underdevelopment of perceptual skills as a cause of lifelong learning struggles and the restriction of developmental progress in learners. The literature also indicates that early intervention is one strategy that effectively mitigates the long-term effects thereof through learner support. However, the inadequacy of in-service teachers’ skills to assess perceptual skills development, coupled with the implementation of the teaching and learning language policy, are issues for concern, particularly in South African schools.This article reports on a module-aligned community engagement project conducted with 87 pre-service teachers to assess the perceptual skills development of Foundation Phase learners as part of their work-integrated learning (WIL). The two selected schools used English as their language of teaching and learning. Two lecturers and eight Grade 2 and Grade 3 in-service teachers from Pretoria East schools participated in the project. Play-based pedagogy was used as a resource for assessment as a qualitative approach, thus inspiring in-service teachers’ and learners’ creativity and enjoyment at the schools.Kolb’s cyclic theoretical framework consisting of four cycles underpinned the project. Firstly, the project confirmed literature findings of teachers’ lack of skills to assess perceptual skills development using English in Foundation Phase learners. Secondly, the use of non-mother tongue language as a medium of instruction in early learning centres affected learners’ knowledge acquisition. Thirdly, the use of the foreign medium of instruction affected the learners’ speaking and listening skills, thus impacting language and cognitive development essential for learning.

Assessing the Efficacy of Peer Teaching as an Alternative to Teaching Practice: A Case of Molepolole College of Education

“…Schools present and represent unique environment that may not be easily reproduced or choreographed. Studies on the conduct of teaching practice (Aigbavboa et al, 2018;Robinson & Rusznyak, 2020;Thuketana, 2020) have shown immense support for school-based sessions in which the school setting provides a natural environment for real experience. It is for this reason that some researchers such as Robinson and Rusznyak (2020) suggest that ideally student teachers should be exposed to various school contexts.…”

“…Teaching practice represents the nexus between theory and practice (Aigbavboa et al, 2018;Thuketana, 2020). The practicum gives teacher interns the chance to apply the knowledge and theories learnt from study programs to classroom situations (Adu-Yeboah & Kwaah, 2018;Schaffer & Welsh, 2014).…”

The retainment of South African indigenous languages: a systemic literature review

“…Management of linguistic diversity in post-apartheid South Africa has been made problematic by the dearth of an irrefutably definite language policy, leading to the use of English and Afrikaans as the most authoritative languages in the socio-economic and political territories of its society. The policy framework not only initiates an unwithered approach to multilingualism in South Africa, but strongly encourages the use of indigenous languages as official languages in order to foster and promote national unity (Thuketana & Makgabo 2022). The policy framework takes into account the broad acceptance of linguistic diversity, social justice, the principle of equal access to public services and programs, and respect for language rights (Makoni et al 2023).…”

Higher education community engagement as a pathway to developing global citizenship practices in young people: South African perspective

“…In the current study, we attempt to understand how the voices of HE community partners could influence HE-CE practice (Andrews 2011). We note that little research has been conducted into CE in South Africa (Bender 2008); however lately there is a growing interest and publications in the field of CE (Bobo and Akhurst 2019;Machimana et al 2020;Thuketana 2020).…”