- Title
- Action research : exploring the use [of] print media as a resource in the teaching of English as a second language
- Creator
- Letsoalo, Matome David
- ThesisAdvisor
- Murray, Sarah
- Subject
- Action research in education
- Subject
- English language -- Study and teaching -- Foreign speakers
- Date
- 2002
- Type
- Thesis
- Type
- Masters
- Type
- MA
- Identifier
- vital:2376
- Identifier
- http://hdl.handle.net/10962/d1005962
- Identifier
- Action research in education
- Identifier
- English language -- Study and teaching -- Foreign speakers
- Description
- South African education has been going through a process of transformation: from a traditional, transmission system to one of a more progressive nature. In the new curriculum, Curriculum 2005 anchored on Outcomes-based Education (OBE), focus is laid on critical reflection, innovation and creativity by classroom participants. Learning situations are expected to promote flexibility, co-operation and relevance of teaching/learning materials. This research looks at these aspects in the English Second Language (ESL) situation where print media articles are used as resource. Other than being a rich resource for language, print media texts have been found to be appropriate for this exploration because of their potential to offer opportunities for critical reflection and interaction with authentic issues. Unlike uncritical reliance on textbooks, the proper use of media articles can give the teachers and learners the space to select relevant and exciting materials for their situations. In this study, the research was done through action research where I (the researcher) actually taught the lessons in collaboration with the English teacher. The teaching method was influenced by the Freirean style of Iiberatory teaching where critical reflection, socio-political relevance and co-operation are crucial elements. The action research was done in two cycles. Experiences in the first cycle pointed to, among other aspects, the fact that the learners could not work in a co-operative way as they were not used to it. Addressing this problem consequently became the basis of the second cycle where the skills of co-operative learning were taught before the learners engaged in further lessons. The conclusions drawn from this research point to the importance of the teacher as an agent in the learning process if the demands of progressive and liberatory teaching are to be met. It has thus been concluded that elements such as critical thinking, creativity, flexibility and selection/development of relevant materials presuppose the existence of a well-trained teacher who is skilled and able to make these possible. In the light of my findings, my major recommendation is that teacher development needs to be strengthened so that more emphasis is placed on enhancing the teacher's ability to critique texts and improve his or her own practice, acquiring the skills to teach in a critical way and achieving the learning competencies.
- Format
- 253 pages, pdf
- Publisher
- Rhodes University, Faculty of Humanities, English Language and Linguistics
- Language
- English
- Rights
- Letsoalo, Matome David
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RU Department of English Language and Linguistics
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