First additional language teaching in selected Grade 4 - 6 classes in Western Cape urban schools : the case of Afrikaans

[摘要] ENGLISH ABSTRACT: The aim of this study was to investigate and describe the current state of Afrikaans FALteaching in selected Gr 4 – 6 classes in Western Cape urban schools. This was done bypresenting an overview of the literature relevant to FAL teaching and FAL curricula as well asthe results from questionnaires and semi-structured interviews with Gr 4 – 6 teachers. Thisstudy does not offer a quick-fix solution to the problems in the Afrikaans FAL classrooms, butthe researcher believes that the findings will highlight the daily challenges Afrikaans FALteachers have to face and that all role players will become actively involved in improving thestate of Afrikaans FAL teaching in the Western Cape.The relevance of this study lies in the national drive towards the promotion of multilingualismamong the general population and especially in education. Feedback from student teachersreturning from practice teaching indicated that not enough time is allocated by schools for theinstruction of Afrikaans FAL; greatly differing methodologies as well as teaching and learningmaterials are being used in Afrikaans FAL classes; and learner and teacher Afrikaansproficiency varies from class to class.A theoretical framework for language teaching and learning, a literature study pertaining tofirst additional language teaching nationally and internationally, and an analysis of SouthAfrican FAL curricula support the research. Constructivism, social constructivism and teacherknowledge were identified as the underpinning theories for language teaching and learning.The literature study provides an overview of all the major methodologies relevant to FALteaching and the researcher concluded that there is no single method or approach that willensure effective FAL teaching, but that teachers should implement an eclectic approach toachieve the best results.This study used a mixed methods approach to generate empirical data; 125 questionnaires,completed by Grade 4 – 6 Afrikaans FAL teachers, provided the quantitative data. For thequalitative strand of the study, semi-structured interviews were conducted with 17 AfrikaansFAL teachers. The data of these interviews were used as triangulation, to confirm ordisconfirm and elaborate on the results of the questionnaires.One of the major factors impacting negatively on the teaching and learning of Afrikaans FALis the negative attitude towards Afrikaans among many learners and their parents. Teachersare not equipped with teaching strategies and techniques to manage these negativeattitudes. The results show that many teachers still follow a teacher-centred approach to teaching, which is an indication that learners are not given enough opportunities to developtheir communicative competence through interaction with others. Another factor affectingAfrikaans FAL teaching negatively is that not all schools implement the prescriptions of thevarious language policies and curricula as they should.The study also investigated the use of appropriate and relevant learning and teachingsupport materials (LTSM) in the FAL classroom. The results showed that most teachers stillmainly use the textbook as teaching resource. There is a dire need for appropriate AfrikaansLTSM for FAL. The expectation is that, in the age of technology we find ourselves in today,learners' interest will be stimulated through the use of technological teaching aids. Teachersshould therefore have access to, and use, a variety of media and technological teaching aidsand be able to integrate them effectively into their language teaching.The findings of the study revealed teachers are caught up in traditional language teachingmethods and strategies which do not contribute to the enhancement of learners' proficiencyin the target language. The study also closely examined the different types of knowledge thata language teacher should have. The results showed that the teachers' knowledge of thecurriculum, language policies, language teaching and learning theories as well asmethodologies is extremely limited. Therefore a new method or approach is needed, which iswhy this study recommends that the HEIs and the WCED ensure that initial teacher trainingprogrammes and in-service training workshops are upgraded and adapted in order toprepare the teachers adequately to implement the prescribed curriculum using appropriatemethodologies and strategies.

[发布机构] Stellenbosch University