Challenges Facing Primary School Educators of English Second (or Other) Language Learners in the Western Cape

Autor/inn/en	O'Connor, Julie; Geiger, Martha
Titel	Challenges Facing Primary School Educators of English Second (or Other) Language Learners in the Western Cape
Quelle	In: South African Journal of Education, 29 (2009) 2, S.253-269 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Foreign Countries; Elementary School Teachers; Second Language Instruction; English Language Learners; Speech Language Pathology; Referral; Elementary School Students; Mixed Methods Research; Questionnaires; Likert Scales; Focus Groups; Speech Therapy; Class Size; Emotional Problems; Faculty Workload; Content Analysis; South Africa + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fremdsprachenunterricht; Fragebogen; Likert-Skala; Entwicklungsproximale Sprachtherapie; Logotherapie; Klassengröße; Inhaltsanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	We were prompted by the prevalence of English Second or Other Language (ESOL) learners identified by educators as having language disorders and being referred for Speech-Language Therapy. We describe challenges faced by Grade 1, 2 and 3 educators at government schools in the Cape Metropolitan area who were working with such learners. Applying a mixed-methods descriptive design, a self-administered questionnaire and three focus groups were used for data collection. Educator perceptions and experiences regarding ESOL learners were described. Some participant educators at schools that were not former Model C schools had large classes, including large proportions of ESOL learners. Furthermore, there was a shortage of educators who were able to speak isiXhosa, the most frequently occurring first (or home) language of the region's ESOL learners. Challenges faced by educators when teaching ESOL learners included learners' academic and socio-emotional difficulties and a lack of parent involvement in their children's education. Participant educators indicated a need for departmental, professional and parental support, and additional training and resources. Implications and recommendations for speech-language therapist and educator collaborations and speech-language therapists' participation in educator training were identified. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01