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The implementation of shared writing when teaching the writing process in the Intermediate Phase Afrikaans home language
Author(s)
De Lange, Maryna Mariette
Date Issued
2017
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Since 2012, the poor literacy levels of intermediate phase (IP) learners have been a concern
for officials in the Western Cape Education Department (WCED). Responding to the literacy
crisis, the WCED has implemented the South African Curriculum and Assessment Policy
Statement (CAPS), along with various other literacy interventions, but in the West Coast
District, IP learners’ writing skills remain poor. Focusing on the West Coast District, this
thesis sheds light on the implementation of the writing-instruction practices prescribed by
CAPS: specifically, the implementation of “shared writing” as a scaffolding method for
teaching writing to learners. The thesis maps the theoretical and conceptual framework of the
writing process, with an emphasis on shared writing. In particular, it discusses Vygotsky’s
and Piaget’s ideas on social-cognitive development and scaffolding. The gradual release of
responsibility (GRR) and balanced language approach (BLA) instruction models propose that
a competent adult should interactively model the writing process to learners before group
writing (practice) and independent writing (assessment) are attempted. While these stages of
instruction are included in CAPS, this study investigated the extent of their implementation.
Current literature in the field of writing instruction foregrounds the concepts of “thinking
aloud” and “shared pen”, according to which the teacher and the learner co-compose a text,
allowing learners to become competent writers. In this study, quantitative and qualitative
research methods were used to describe and understand West Coast District IP Afrikaans
Home Language (HL) teachers’ perceptions of their use of shared writing to teach the writing
process. Data collection consisted of quantitative and qualitative questionnaires, as well as
interviews, with results converted into percentages. Subsequent data analysis disclosed the
patterns, strengths, and weaknesses experienced by IP Afrikaans HL teachers in the West
Coast District. Current IP writing-instruction practices can provide the South African
Department of Basic Education (DBE) with valuable insights into the implementation of
shared writing, and of CAPS as a whole.
for officials in the Western Cape Education Department (WCED). Responding to the literacy
crisis, the WCED has implemented the South African Curriculum and Assessment Policy
Statement (CAPS), along with various other literacy interventions, but in the West Coast
District, IP learners’ writing skills remain poor. Focusing on the West Coast District, this
thesis sheds light on the implementation of the writing-instruction practices prescribed by
CAPS: specifically, the implementation of “shared writing” as a scaffolding method for
teaching writing to learners. The thesis maps the theoretical and conceptual framework of the
writing process, with an emphasis on shared writing. In particular, it discusses Vygotsky’s
and Piaget’s ideas on social-cognitive development and scaffolding. The gradual release of
responsibility (GRR) and balanced language approach (BLA) instruction models propose that
a competent adult should interactively model the writing process to learners before group
writing (practice) and independent writing (assessment) are attempted. While these stages of
instruction are included in CAPS, this study investigated the extent of their implementation.
Current literature in the field of writing instruction foregrounds the concepts of “thinking
aloud” and “shared pen”, according to which the teacher and the learner co-compose a text,
allowing learners to become competent writers. In this study, quantitative and qualitative
research methods were used to describe and understand West Coast District IP Afrikaans
Home Language (HL) teachers’ perceptions of their use of shared writing to teach the writing
process. Data collection consisted of quantitative and qualitative questionnaires, as well as
interviews, with results converted into percentages. Subsequent data analysis disclosed the
patterns, strengths, and weaknesses experienced by IP Afrikaans HL teachers in the West
Coast District. Current IP writing-instruction practices can provide the South African
Department of Basic Education (DBE) with valuable insights into the implementation of
shared writing, and of CAPS as a whole.
Additional information
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2017.
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