Teaching and learning English as a Home Language in a predominantly non-native English classroom: A study from KwaZulu-Natal.

Autor/inn/en	Moyo, Joseph; Beukes, Anne-Marie; Rensburg, Wilhelm van
Titel	Teaching and learning English as a Home Language in a predominantly non-native English classroom: A study from KwaZulu-Natal.
Quelle	In: Journal for language teaching, 44 (2010) 2, S. 23-38Verfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0259-9570
Schlagwörter	Empirische Forschung; Sekundarschule; Interaktion; Kommunikative Kompetenz; Kommunikativer Ansatz; Vergleichende Analyse; Englisch als Zweitsprache; Effizienz; Südafrika (Staat)
Abstract	The reported study focuses on a secondary school in an Indian-African suburb of Merewent in KwaZulu-Natal, an example of a suburban school where English as a Home Language (EHL) is taught to a majority of non-native English learners from township schools. The EHL classrooms were investigated for 'communicativeness' and then compared to English as a Second Language (ESL) classrooms. It might be expected that EHL classrooms would exhibit an affinity with ESL classrooms. However, although non-native EHL has many aspects in common with ESL, there were significant differences between the two. The most important difference from the standpoint of Communicative Language Teaching (CLT) was in the learning content selection, with the EHL settings using more literary works, and so focusing less on the direct teaching of grammatical forms. However, a disturbing pattern was the inability of the learners in both sets of settings to take full advantage of CLT, which suggested that the learners might not be at the appropriate level of language development. (Verlag, adapt.).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/3