Educators as Mediators in Teaching English as First Additional Language in Grade 6 Inclusive Classrooms in South Africa

Autor/inn/en	Tabane, Ramodungoane; Chauke, Margaret
Titel	Educators as Mediators in Teaching English as First Additional Language in Grade 6 Inclusive Classrooms in South Africa
Quelle	In: South African Journal of Education, 41 (2021) 3, Artikel 1675 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Tabane, Ramodungoane) ORCID (Chauke, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Teacher Role; Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Grade 6; Elementary School Students; Inclusion; Learning Problems; Barriers; Classroom Environment; Student Needs; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Lehrerrolle; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; School year 06; 6. Schuljahr; Schuljahr 06; Inklusion; Lernproblem; Klassenklima; Unterrichtsklima; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Educators are one of the stakeholders in the education system working to ensure learner success. According to the "Minimum Requirements For Teacher Education Qualifications," educators must fulfil 7 roles in their quest to impart education. In the study reported on her, we investigated Grade 6 educators' knowledge and use of mediation as one of their roles in teaching English as First Additional Language (FAL) in Grade 6 inclusive classrooms. We further investigated how educators responded to learners who had diverse learning needs in English as FAL in Grade 6 inclusive classrooms. Six educators who taught English as FAL were purposively selected to participate in this study. Data were collected using qualitative research methods such as in-depth interviews and observations, in addition to document analysis. The participating educators indicated that large classes, a lack of training on inclusive education, and the scarcity of teaching resources made their mediation roles in teaching English as FAL in Grade 6 inclusive classrooms very challenging. (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. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01