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AutorMalebese, M. L.
TitelA Socially Inclusive Teaching Strategy: A Liberating Pedagogy for Responding to English Literacy Problems
QuelleIn: South African Journal of Education, 39 (2019) 1, Artikel 1514 (9 Seiten)
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ZusatzinformationORCID (Malebese, M. L.)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0256-0100
SchlagwörterParticipatory Research; Action Research; Discourse Analysis; Listening Skills; Speech Communication; English (Second Language); Social Integration; Teaching Methods; Grade 4; Elementary School Students; Language Fluency; Language of Instruction; Literacy; Foreign Countries; Narration; Play; One Teacher Schools; Outcomes of Education; South Africa
AbstractSocially inclusive strategies encourage empowering, progressive and sustainable responses to social challenges and needs. These strategies are made possible through inclusion and equitable consideration of diverse contributions of those affected by the problems, and who feel obliged to find solutions to the problems. In this paper, the principles of a free attitude interview technique as well as the critical discourse analysis are used to generate and analyse data. A participatory action research-oriented, socially inclusive teaching strategy was followed that is underpinned by critical emancipatory research principles. The study found that the listening and speaking skills of English first additional language learners improved significantly. This paper demonstrates how a socially inclusive teaching strategy can contribute to strengthening the teaching of listening and speaking skills in English first additional language, to Grade Four learners at a public farm school. Learners' inability to listen attentively and speak fluently requires the application of an adequately responsive teaching strategy that focuses on improving learners' listening and speaking skills in early stages of learning. The purpose of implementing the strategy is to contribute towards improving learners' listening and speaking capabilities. This will in turn improve learners' chances of doing well in other subjects. (As Provided).
AnmerkungenEducation 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. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2019/2/05
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