Teaching in English across the Curriculum: A Lived Experiences of the Novice Teachers in a Selected Rural FET Schools in South Africa

Literaturnachweis - Detailanzeige

Trefferliste

Autor/inn/en	Mncube, Dumisani W.; Mkhasibe, Rachel Gugu; Ajani, Oluwatoyin Ayodele
Titel	Teaching in English across the Curriculum: A Lived Experiences of the Novice Teachers in a Selected Rural FET Schools in South Africa
Quelle	In: International Journal of Higher Education, 10 (2021) 6, S.72-82 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Beginning Teachers; Teacher Attitudes; Language of Instruction; Second Language Learning; English (Second Language); Foreign Countries; Rural Schools; Professionalism; Teaching Experience; High School Teachers; School Districts; Linguistic Input; Educational Background; African Languages; Native Language; Teaching Methods; Language Usage; Teacher Student Relationship; Preservice Teacher Education; Classroom Communication; South Africa + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Lehrerverhalten; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Professionalität; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; School district; Schulbezirk; Sprachbildung; Vorbildung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Teacher student relationships; Lehrer-Schüler-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Klassengespräch; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Novice teachers' use of English as the medium of instruction in curriculum delivery across all subjects in rural South African schools is the focus of this study. The duration of their entry into the profession as Post Graduate Certificate in Education holders is short and does not capacitate them enough, thus, making them weak and inexperienced, with a high degree of professionalism, especially at the commencement of their careers. This study investigates the lived experiences of selected novice rural teachers on the tasks of teaching in English across all subjects in the rural schools. Fifteen participants from 15 high schools were purposively selected from 15 different rural high schools from King Cetshwayo District, KwaZulu-Natal province in South Africa. The participants were engaged in a focus group discussion as well as classroom observations of these teachers for data collection. Data analysis for this qualitative study was thematically analysed to generate themes for the presentation and discussion of findings. Theories of the Skills Acquisition Theory (SAT) and the Second Language (L2) Comprehensible Input through Teacher Talk Theory (CITTT) were adopted as theoretical frameworks to underpin the phenomenon. Various novice teachers find it difficult to teach across all subjects, using English as the medium of instruction in many rural schools in South Africa. Findings indicated that the educational backgrounds of learners hinder teachers' use of English to teach them meaningfully. As observed during various classroom observations, teachers also found it convenient to use indigenous languages to deliver lesson content or communicate to these learners in the classrooms during lessons. Findings also revealed that some teachers struggled to express themselves in English due to their educational backgrounds as well. The study, therefore, recommends that teachers during their pre-service education should be well-groomed in English and this should be promoted during their teaching practice in both rural and urban. Various teacher education institutions should be encouraged to deliver curriculum contents/modules to the pre-service teachers in English across all modules. (As Provided).
Anmerkungen	Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01