Third-Grade English Second Language teachers’ vocabulary development practices

Abstract

Background: This article investigated the potential of Grade 3 English Second Language (ESL) teachers' vocabulary development practices to equip learners in English-deprived environments with English vocabulary requisite for transition to Grade 4 where English is the Language of Learning and Teaching and where learning to read gives way to reading to learn.Aim: This study sought to document and interrogate incidental and explicit Grade 3 ESL teachers' vocabulary development practices vis-à-vis learners' vocabulary needs.Setting: Three classrooms from one township and two diverse rural schools in three different districts of the Eastern Cape province of South Africa were observed. Methods:The case study sourced qualitative data through video and field notes recorded in classroom observations in 10 English First Additional Language classes for each teacher. Quantitative data on teacher talk vocabulary exposure and recycling were generated using the AntConc 3.2.4 software. Results:The study found that the incidental vocabulary development was compromised by low English language exposure occasioned by teachers' frequent recourse to the Home Language, little word recycling in classroom talk and lack of rich contexts in which words were encountered. Explicit vocabulary instructional practices mostly drew learners' attention to novel words and had a narrow range of strategies dealing with word meanings. Conclusion:In view of the manifest lack of a robust vocabulary development programme among ESL teachers, the study recommends planned and deliberate attention to vocabulary development on the teachers' part and a reconsideration of the learners' vocabulary needs and learner meaningful engagement in vocabulary development.

Oral language teaching in English as First Additional Language at the Foundation Phase: A case study of changing practice

“…The CAPS does not offer a single approach to teaching additional languages. It supports the integration of a communicative approach with teaching of language structure (meaning and form) to improve the HL or EFAL on the learners' level of language development which concurs with language studies (Crawford-Brooke 2013; Sibanda & Baxen 2018).…”

“…The recounting approach provides a bridge between spoken and written language at the FP. The EFAL school curriculum supports the notion that oral language acquisition among children requires effective interaction with play, songs, poems, stories, clear explanation and feedback from the teachers, small group instructions, audio-media reading, observing familiar visuals, representing thoughts graphically, critical literacies, and other creative opportunities within enjoyable and relaxed environment (Crawford-Brooke 2013; Schaffler et al 2019;Sibanda & Baxen 2018). If teachers develop this conceptual knowledge and effective strategies, learners can acquire and comprehend 1000-2000 contextual words by the end of Grade 2 (DBE 2011:22) and become confident English speakers.…”

“…Thus, learning of EFAL is done simultaneously with the HL, with the intention to increase the learners' ability to understand, speak and write in their HL, then transferring the literacy abilities and building the new language (DBE 2011;NEEDU 2013). Studies on teaching and learning of EFAL indicate that learners who fail to master the literacy competencies in their HL struggle to learn EFAL (Sibanda & Baxen 2018). In contrast, children growing up in high SES homes with adequate resources, develop a significant vocabulary, decoding skills and general knowledge at an early age in their HL (Crawford-Brooke 2013).…”

“…According to Murris (2014), CAPS is grounded on social constructivism principles but most FP teachers lack the knowledge base /or are not able to make sound pedagogical decisions to enact these principles. There is extensive research about the teaching and acquisition of EFAL reading, phonics, vocabulary and writing skills at the FP (Cilliers & Bloch 2018;Pretorius 2014;Sibanda & Baxen 2018;Spaull & Hoadley 2017). However, we have limited literature on teaching oral language or the impact of PD interventions on oral language instructional practices.…”

Beyond classroom walls: The role of a co-curricular English club in supporting second language learning

“…If learners know fewer words, they will not be able to comprehend as much as they need to in order to follow a text (Pretorius & Stoffelsma, 2017). There is also a strong relationship between spelling and being able to read and write (Fleisch et al, 2017;Sibanda & Baxen, 2018). The studies by Fleisch et al and Pretorius and Stoffelsma both concluded that spelling errors were common among second language learners and pointed to the effect of this on reading and writing.…”