Literaturnachweis - Detailanzeige
Autor/inn/en | Malebese, Mots'elisi Lilian; Tlali, Moeketsi Freddie |
---|---|
Titel | Teaching of English First Additional Language in Rural Learning Environments: A Case for Problem-Based Learning |
Quelle | In: International Journal of Inclusive Education, 24 (2020) 14, S.1540-1551 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Malebese, Mots'elisi Lilian) ORCID (Tlali, Moeketsi Freddie) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1360-3116 |
DOI | 10.1080/13603116.2018.1544300 |
Schlagwörter | English (Second Language); Second Language Learning; Second Language Instruction; Instructional Effectiveness; Problem Based Learning; Relevance (Education); Rural Schools; One Teacher Schools; Geographic Isolation; Elementary School Students; Grade 4; Inclusion; Social Integration; Foreign Countries; Sustainability; South Africa English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Unterrichtserfolg; Problem-based learning; Problemorientiertes Lernen; Relevance; Relevanz; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Einlehrerschule; School year 04; 4. Schuljahr; Schuljahr 04; Inklusion; Soziale Integration; Ausland; Nachhaltigkeit; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik |
Abstract | The teaching of second language that is also a language of teaching and learning of other subjects, has to be meticulous. Considerate attention is utmost where this teaching occurs in under-resourced learning environments where learners encounter the second language for the first time. In instances where the teaching was inadequate, as in the project reported about here, learners performed below expected standards. The project was a one-teacher public primary farm school situated in a remote privately owned land. The school was under-resourced with extremely limited support from the community (farm) and the department of education. The teacher taught all the subjects to the 10 grade 4 learners who were the focus in this project. The project aimed to help improve grade 4 learners' performance in English First Additional Language (second language) on a sustainable basis, by using problem-based learning. The project was framed on underpinnings of socially inclusive teaching strategy and adopted the principles of participatory action research as an approach to generate data. Critical discourse analysis was pivotal for analysing the data. With project-based learning, it was found that learners participated actively in their learning and the ultimate result was learners' performance improvement in English First Additional Language. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |