Teacher practices in the grade 10 first additional language classroom: a relevance study
- Authors: Naadirah, Abader
- Date: 2012
- Subjects: Action research in education , Reflective teaching
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9438 , http://hdl.handle.net/10948/d1011093 , Action research in education , Reflective teaching
- Description: Teachers are key figures in the English First Additional Language learning process, their influence is fundamental to their learners‟ progress, or lack thereof. I am of the opinion that literacy in itself is not sufficient, as success lies in the learners‟ application of appropriate learning techniques. The purpose of my study was to reflect on and improve my own teaching practice, improve my learners‟ participation and enhance their academic outcomes in the poetry classroom. My study required that I reflect on my classroom practice to facilitate the improvement thereof. Successful learning within the classroom therefore involves interaction and collaboration between the learner, the materials, the teacher and the context. Scaffolding is a technique I used to actualize my learners‟ potential. I chose action research, because I wanted to research an educational problem (as experienced by my learners and myself), critically reflect on my classroom practice, evaluate my teaching methods, and consider practical solutions. Action research allowed me to record the events and happenings in my location, my reflection, beliefs and teaching philosophies, my ideas and my insights about my practice. In my journal I reflected on the events that took place during my poetry lessons. Both positive and negative comments were noted and I tried to closely monitor my learners during the lessons. After marking my classroom assessments, I immediately shared my thoughts regarding the assessment outcomes. My reflections gave me a better understanding of my teaching practice. I used photovoice as a data collecting strategy which is the intermingling of images and words. The actions taken through photovoice, taking photographs and telling stories as they relate to the photographs, were empowering. My study enabled me to understand the many challenges of teaching poetry. I learnt that if I teach well, poetry can add important aspects to my learners‟ language skills, including understanding metaphors, connotations and symbolic meanings. The teaching of poetry should promote a pleasurable understanding of language. This means that the language of the poem is as important as the content of the poem.
- Full Text:
- Date Issued: 2012
- Authors: Naadirah, Abader
- Date: 2012
- Subjects: Action research in education , Reflective teaching
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9438 , http://hdl.handle.net/10948/d1011093 , Action research in education , Reflective teaching
- Description: Teachers are key figures in the English First Additional Language learning process, their influence is fundamental to their learners‟ progress, or lack thereof. I am of the opinion that literacy in itself is not sufficient, as success lies in the learners‟ application of appropriate learning techniques. The purpose of my study was to reflect on and improve my own teaching practice, improve my learners‟ participation and enhance their academic outcomes in the poetry classroom. My study required that I reflect on my classroom practice to facilitate the improvement thereof. Successful learning within the classroom therefore involves interaction and collaboration between the learner, the materials, the teacher and the context. Scaffolding is a technique I used to actualize my learners‟ potential. I chose action research, because I wanted to research an educational problem (as experienced by my learners and myself), critically reflect on my classroom practice, evaluate my teaching methods, and consider practical solutions. Action research allowed me to record the events and happenings in my location, my reflection, beliefs and teaching philosophies, my ideas and my insights about my practice. In my journal I reflected on the events that took place during my poetry lessons. Both positive and negative comments were noted and I tried to closely monitor my learners during the lessons. After marking my classroom assessments, I immediately shared my thoughts regarding the assessment outcomes. My reflections gave me a better understanding of my teaching practice. I used photovoice as a data collecting strategy which is the intermingling of images and words. The actions taken through photovoice, taking photographs and telling stories as they relate to the photographs, were empowering. My study enabled me to understand the many challenges of teaching poetry. I learnt that if I teach well, poetry can add important aspects to my learners‟ language skills, including understanding metaphors, connotations and symbolic meanings. The teaching of poetry should promote a pleasurable understanding of language. This means that the language of the poem is as important as the content of the poem.
- Full Text:
- Date Issued: 2012
Action research : exploring the use [of] print media as a resource in the teaching of English as a second language
- Authors: Letsoalo, Matome David
- Date: 2002
- Subjects: Action research in education , English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2376 , http://hdl.handle.net/10962/d1005962 , Action research in education , 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.
- Full Text:
- Date Issued: 2002
- Authors: Letsoalo, Matome David
- Date: 2002
- Subjects: Action research in education , English language -- Study and teaching -- Foreign speakers
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2376 , http://hdl.handle.net/10962/d1005962 , Action research in education , 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.
- Full Text:
- Date Issued: 2002
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