The teaching of English in grade 8 in an OBE approach

[摘要] ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: itaimed at eliminating discrimination and encouraging independent learning.This new curriculum, however, left teachers uncertain and confused largely because the in-servicetraining provided did not provide clear direction. This study first describes the attempt by anEnglish teacher to explore the theoretical base of the new curriculum; it then attempts to ascertainwhether the teaching of English would have to change as a result of the OBE Curriculum 2005 andwhether material selected in the initial phase of Curriculum 2005 would meet the needs of thelearners.The survey of the literature on language teaching pays particular attention to communicativelanguage teaching (CLT) with its emphasis on using the language for relevant, real-lifecommunicative acts. In addition, it investigates the origins and nature of outcomes-based educationto determine whether CLT and OBE combined are suitable vehicles for effective language teaching.The literature survey also suggests a disjunction between the South African version of OBE andCLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE,with the underlying assumption that learning is linear, runs counter to the CLT view that languagelearning cannot be controlled.The survey of the literature on CLT and OBE also reveals the need for relevant, interesting materialthat promotes purposeful communication, encouraging learners to invest in developing theirlanguage skills. CLT requires learner engagement in real communication and OBE promotesindependent learning and learner responsibility. In the light of the demands made by continuousevaluation and other record keeping, it is unrealistic to expect teachers to design or even adaptmaterial for classroom use.The semi-empirical part of this study attempts to test the appropriacy of the material and its effecton teaching and learning. A qualitative case study traces classroom events in two grade 8 classesover a period of five weeks using a module taken from the material which was in use at the time at aparticular school. This material was specifically acquired by the school with a view to meeting therequirements of the OBE curriculum. Learners in the classes were taught by two different teachers,who recorded their observations, in accordance with a basic observation schedule, during this time.Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during thefive weeks when the module was , and a selected group of teachers at local schools completed aquestionnaire on their perceptions of the new curriculum. The responses to the questionnaires areanalysed in relation to the literature survey and the conclusions reached by the two teachersinvolved.This study reveals that the custom-designed OBE material is not much different from that intraditional language textbooks. It also highlights the difficulties associated with finding languagelearning material which reflects the dynamics of real-life communication and is hospitable to usingthe insights of current language acquisition theory, while at the same time meeting the requirementsof a South African OBE approach.In reflecting on what is needed in effective curricular change, this dissertation reveals theimportance of involving practising teachers in developing a new curriculum and providing themwith the necessary professional development opportunities. In that context, carefully designed andselected learning material is likely to contribute significantly to successful change.

[发布机构] Stellenbosch University