Department of Literature and Philosophy

Permanent URI for this community

http://hdl.handle.net/20.500.11837/278

Browse

Browsing Department of Literature and Philosophy by Subject "Grahamstown (South Africa)"

Now showing 1 - 2 of 2
  • No Thumbnail Available
    Item
    Perspectives on the use of English as a medium of instruction in selected schools in Amathole West District, Eastern Cape
    (University Of Fort Hare, 2023-11) Makhohlisa, Ncebazakhe; Zhou, Sindiso
    This study explored perspectives on the use of English language as a medium of instruction in selected primary schools in Amathole West district. The objectives of the study were to establish the challenges and benefits of using English as a medium of instruction in schools to determine learning outcomes associated with the use of the English language as a medium of instruction and to explore teachers strategies of addressing the linguistic gap to improve learners access to knowledge. The study used the socio educational model and social psychological model as the theoretical framework guiding the study. The study employed the qualitative research method. Data were collected from four primary schools. Sixteen teachers were interviewed eight lessons were observed and sixteen teachers mark lists were analysed. The study established that when learners start grade four they are not sufficiently prepared to learn in English and that is reflected in their poor performance. Moreover content subject teachers are not provided with departmental programmes specifically aimed at training them to be able to teach in English. Therefore teachers innovatively interface English and the local indigenous language IsiXhosa through code switching to mediate understanding. Furthermore the study established that overcrowded classrooms lack of reading materials in schools and poor literacy levels derail learners from acquiring English language skills competently. The study recommends the establishment of departmental workshops which aim at capacitating teachers with language skills the review of the current language policy strategic use of indigenous languages alongside English in the classroom and the provision of sufficient materials to support learning and teaching.,Thesis (MA) -- Faculty of Social Sciences and Humanities, 2023
  • No Thumbnail Available
    Item
    A study of linguistic and discourse features used by teachers and students in English as a second language classroom Interaction in Ekiti state, Nigeria
    (University Of Fort Hare, 2023-08) Deji-Afuye, Oladunni Olufunso; Zhou, Sindiso
    This study explored the linguistic and discourse features teachers and students use in English second language classroom interaction in selected secondary schools in Ekiti state, Nigeria. The major aim of the study was to identify the common features of the linguistic choices made by teachers and students and ascertain their effects on students’ verbal participation in classroom interaction and teachers’ use of student-centred learning. The study used a mixed method research involving qualitative and quantitative approaches and followed a case study and descriptive research design. The approaches were triangulated to analyse extracts from 20 recorded classroom lessons and the information gathered through student questionnaires and teacher interviews. The findings of the study showed that the linguistic choices of teachers and students during classroom interactions significantly affected the classroom discourse structure, students’ verbal participation and teachers’ use of the student-centred learning approach. The teachers seemed concerned with accomplishing their tasks of teaching the content and, as such, engaged mostly in initiating classroom exchanges, giving feedback and keeping the interactions under control to the extent that students were mainly engaged to provide limited responses to teacher initiations. The study found that the sociocultural backgrounds of the participants greatly impacted their beliefs, linguistic choices, and classroom interactions. The findings further acknowledged that the asymmetrical interaction between teachers and their students resulted from several factors, some of which included teachers’ pedagogical philosophies, students’ perceptions, and attitudes to classroom participation, limited learning resources, and examination-based instructional tasks. The study recommended teachers’ further professional training to enhance their discourse and pedagogical practices, provision of language teaching/learning resources and conducive classroom environments, and applicable language policy and curriculum for the development of students’ communication proficiency.,Thesis (PhD) -- Faculty of Social Sciences and Humanities, 2025