Journal for Language Teaching

Stylising agency, identity and solidarities in South African English language classrooms

Salomé Romylos — 2024-01-22

In a call for papers, the English Academy of Southern Africa (EASA) problematises what we perceive as the challenges of stylising agency, identity and solidarities in South African literature in English and English Language classroom encounters. The academy argues that speaking of literature and literacy in a single breath is to assume a linear relationship between literature and literacy. In interrogating ways of reading, this article contends that such proficiency is unstable and shifting, subject to different contexts and approaches inasmuch as these diverse ways are contingent upon material and technological changes. The strategies of particular teachers in particular contexts are shared while we draw on Rosi Braidotti’s (2019) critical research perspective, which enables us to perform two methodological moves: a critical philosophical and ethnographic exploration of the concept literacies and then generating affirmative propositions for thinking about teaching and reading for meaning in South African classrooms. Prescribed textbooks for Further Education and Training (FET) phase learners were analysed to reveal the questions posed at learners. Then, the observation of two pre-service teachers revealed questioning techniques in varied contexts, shedding light on their agency and identities as instructors in training. The data analysis are reflective and in situ while we applied hermeneutic heuristics as strategy.

Learners’ reception of translanguaging pedagogy as a strategy for reading English L2 texts

Mampoi Irene Mabena — 2024-01-22

Language is the mediator of two critical aspects of a child's education: identity and knowledge. Through language, learners can make sense of who they are and make sense of the world around them. However, the teaching of English as a second language in several schools in South Africa is such that a learner's identity, best described in their own indigenous languages, is not mirrored in the classroom, and in its place, a monolingual system (English-only) becomes central. Their acquired linguistic repertoire as multilingual learners is considered a hindrance to learning, not a resource. This paper assesses learners’ reception of translanguaging pedagogy as a strategy for reading English texts. It further seeks to take the debate about the paradox of translanguaging forward to determine if translanguaging is a unitary, differentiated system, or both. Exploring data in the form of class observations and interviews, the study reveals that translanguaging as a teaching strategy for reading English L2 texts is well-received by learners as a practical and valuable pedagogical approach that can potentially improve English L2 performance. The results further establish the existence of both the unitary and the differentiated systems of translanguaging. In the end, the study's recommendations for transforming multilingual classrooms are discussed.

Challenges faced by intermediate phase isiZulu teachers in teaching inclusive reading

Chief Ntshangase — 2024-01-22

Despite several interventions put in place to alleviate the reading crisis in South African education, many teachers still experience challenges in teaching reading com- prehension. The situation is even more dire with regards to teaching inclusive reading to at-risk readers in mainstream schools in under-resourced settings. Very few studies have been conducted to investigate the pedagogical strategies in teaching inclusive reading in the intermediate phase (IP) isiZulu classrooms. This study aims to investigate the pedagogical challenges faced by IP isiZulu teachers who are teaching reading comprehension skills to at-risk readers in the mainstream schools of uMkhanyakude district, in the Northern part of KwaZulu-Natal province. This qualitative study is guided by the Word Learning Theory which posits that reading instruction should enhance learners’ knowledge of the alphabet and high- frequency words. Data were collected through non-participant classroom observations and interviews with 10 IP isiZulu teachers based in uMkhanyakude district. The qualitative data were analysed by the researcher through coded thematic analysis. The units of analysis in this study are IP teachers’ pedagogic strategies in teaching inclusive reading. The findings indicate that IP isiZulu teachers struggle to organise meaningful and cohesive reading strategies. Strategies employed are not structured to address specific reading challenges and consequently at-risk readers in mainstream schools remain inadequately catered for. This study will contribute to the body of knowledge related to the pedagogical strategies best suited for developing inclusive reading.

Incidental vocabulary acquisition through watching movies with bimodal and standard subtitles: The case of L2 Swahili learners

Afua Hyiah Kwarteng — 2024-01-22

The aim of this study is to identify the level of vocabulary that can be acquired by second language (L2) Swahili learners after watching a single Swahili movie with either Swahili or English subtitles. Thirty L2 Swahili students of the University of Ghana, ranging in age from 18–30, were divided into two groups. The groups watched the same movie in Swahili with either bimodal (BM) or standard (STD) subtitling. Those in the bimodal group watched the movie with Swahili subtitles and those in the standard group watched the movie with English subtitles. English is the medium of instruction at the University of Ghana and the official language of Ghana. Participants were tested on vocabulary taken from the movie both before and after watching the movie. They took a pre-test before watching the movie, and a post-test right after watching it, and data were analysed using MS Excel. Results from the post-tests showed an increase in all participants’ vocabulary levels after watching the movie, with those in the standard group making statistically significant gains. The study suggests that watching a movie in L2 and visually seeing the subtitles in their first language (L1) has a greater effect on vocabulary acquisition than watching and seeing the subtitles in L2.

African languages as media of assessment in the teaching of indigenous languages in higher education: A paradigm shift

Eunitah Viriri — 2024-01-22

This study advocates a paradigm shift in the language of assessment in higher education, specifically in Teaching Practice at a Zimbabwean State University. Despite the university's language policy emphasizing the instruction of African languages in their respective languages, this research explores challenges faced by student teachers of African languages, who are taught and examined through indigenous languages in all modules except for Teaching Practice. Using a qualitative approach, the study interviews ten randomly selected student teachers specializing in ChiShona, along with ChiShona section and Teaching Practice coordinators. Document analysis of assessment reports supplements the findings. The study reveals that English instruments used for assessing students in work-related training were designed for supervisors not specializing in indigenous languages, leading to translation difficulties for both supervisors and supervisees during document preparation and lesson delivery. Limitations imposed on ChiShona student teachers due to difficulties in interpreting the English instrument hinder their full potential. The conclusion asserts that using English in assessing Teaching Practice for African languages compromises quality in both practice and supervision. It recommends the use of assessment instruments in indigenous languages for more effective evaluation.

English additional language student teachers’ development of oral strategic competence and confidence during lectures

Rozanne Elanore Meyers — 2024-01-22

Developing oral strategic competence along with discourse competence in English additional language student teachers is crucial in the South African context and globally, as the demand for English instruction increases. This paper argues that using English as a tool of learning interaction during lectures affects student teachers' oral strategic and discourse competence and confidence, both positively and negatively. Two data collection tools were used in this study, namely drawings and unstructured interviews. Drawings illustrated how participants perceived themselves during lectures when they had to speak in English. Unstructured interviews were conducted after participants completed their drawings. The analysis found that collaborating with fellow students in making meaning of oral communication during lectures, increased students’ oral competence and their confidence because they were communicating in smaller groups. However, in certain situations, collaborating with students also decreased student teachers’ confidence. Furthermore, reciprocal facial expressions and the body language of those who engaged orally with the student teachers, increased oral confidence as it served as an indication to students that they were understood. Based on the findings, recommendations are made regarding interactions during lectures for lecturers and lecturing practice in relation to its effects on the development of oral strategic competence and confidence in student teachers.

Aanbevelings vir die keuring en voorskrif van gedigte vir graad 12-Afrikaans Huistaal

Elize Vos — 2024-01-22

Poësie-onderrig is belangrik vir taalaanleer, asook vir die ontwikkeling van leerders se emosionele intelligensie, verbeelding en verdraagsaamheid jeens diversiteit. Wanneer gedigte in ŉ nuwe tydsgees voorgeskryf word, sonder om gepaste kriteria en die mening van gesaghebbendes in ag te neem, word meer skade as goed aangerig. Onlangs het uiteenlopende menings oor die nuutvoorgeskrewe gedigte van graad 12-Afrikaans Huistaal weer die soeklig op die kriteria vir die keuse van voorgeskrewe gedigte geplaas (Steyn, 2023: 8). Die keuringsproses behoort kriteria rakende die diversiteit van Afrikaans, die leefwêreld van die graad 12-leerder, en riglyne van die Nasionale Kurrikulum- en Assesseringsbeleidsverklaring (KABV), Afrikaans Huistaal, Verdere Onderwys- en Opleidingsfase (VOO) in te sluit (Departement van Basiese Onderwys [DBO], 2011). Ons bepleit egter selfgerigtheid van taalonderwysers in die keuringsproses, aangesien hulle die rolspelers is wat die leerders die beste ken. Hierdie oorsigartikel word vanuit die interpretivistiese navorsingsparadigma geskryf en is kwalitatief van aard, aangesien data by wyse van verskillende kwalitatiewe insamelingsmetodes verkry is. Ter aansluiting by die literatuurondersoek is ŉ dokumentontleding van die KABV (Afrikaans Huistaal, VOO-fase) én ŉ opsommende teksontleding van die jongste voorgeskrewe gedigte onderneem. Die data word narratief ontleed. Die primêre doel is om werkswyses voor te stel aan belanghebbendes (keurpanele, Afrikaans Huistaalonderwysers, voorgraadse onderwysstudente en kurrikulum-beplanners) om gepaste gedigte vir graad 12-Afrikaans Huistaalleerders op ŉ selfgerigte wyse as voorgeskrewe tekste te keur.

Editor's Note

Kabelo Sebolai — 2024-01-22

No abstract.