Exploring South African Foundation Phase Teachers' Understanding, Skills and Training Needs in the Teaching of Phonological Awareness

Autor/inn/en	Schaffler, Debbie; Nel, Mirna; Booysen, Ria
Titel	Exploring South African Foundation Phase Teachers' Understanding, Skills and Training Needs in the Teaching of Phonological Awareness
Quelle	In: Language Learning Journal, 49 (2021) 5, S.554-567 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2019.1655585
Schlagwörter	Phonological Awareness; Second Language Learning; Second Language Instruction; English (Second Language); Teaching Methods; Learning Processes; Language Proficiency; Language Teachers; Teacher Education; Educational Needs; Foreign Countries; Multilingualism; Language of Instruction; Language Usage; African Languages; Code Switching (Language); Case Studies; Elementary School Students; Elementary School Teachers; Reading Instruction; Difficulty Level; South Africa + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Language teacher; Sprachunterricht; Lehrerausbildung; Lehrerbildung; Educational need; Bildungsbedarf; Ausland; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; Sprachgebrauch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseunterricht; Schwierigkeitsgrad; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of this study was to develop a deeper understanding of a group of South African English Second Language (ESL) Foundation Phase teachers' understanding of, skills in, and training needs to teach phonological awareness (PA) effectively. A qualitative research approach placed within an interpretative paradigm was utilised in two phases. The findings of the first phase reported in this article emphasised Foundation Phase (FP) teachers' inadequate knowledge of PA and their inability to teach PA effectively as a result of insufficient training coupled with their own limited proficiency in English. The findings therefore suggested that a strategy aimed towards developing support is likely to enhance PA teaching and learning in ESL. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01