Loading...
Support strategies used by foundation phase teachers to develop cognitive academic language proficiency
Author(s)
Gardener, Malinda
Date Issued
2016
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
The study explores how teachers, in English medium Foundation Phase classrooms, use
support strategies to improve Cognitive Academic Language Proficiency (CALP) in learners
whose home language is not English. The research design adopted for this study was an
ethnographic case study that was analysed through qualitative methods at one primary
school in the Western Cape. The participants were three teachers in their Foundation Phase
classes, chosen on the basis of the phenomenon studied.
The focus was to evaluate how successful the language support strategies are and to
determine any gaps in the strategies used. Validity was assessed by means of lesson
observations, supported by interviews and analysis of the teaching documents. Further, to
increase the trustworthiness of the study, findings were compared across these data sources
and methods to triangulate the results. Findings illuminated: (i) Factors impacting language
teaching; (ii) Strategies used by teachers; (iii) Teachers’ understanding of support strategies;
(iv) Teachers’ understanding of CALP; (v) Effectiveness of the support strategies; and (vi)
Gaps in the strategies teachers used in improving CALP. Data were intentionally analysed to
identify pervasive patterns and main themes in the data and a thematic report foreground the
voices of the research participants.
The study raised questions about the teachers’ practice in teaching CALP. Teachers taught
using familiar methods, taught to a task and lacked linguistic structures in their lessons.
Finally, the study report ended with a list of limitations and recommendations for future
research in strategies that the Foundation Phase teacher can use to improve the CALP in
South Africa’s schools.
support strategies to improve Cognitive Academic Language Proficiency (CALP) in learners
whose home language is not English. The research design adopted for this study was an
ethnographic case study that was analysed through qualitative methods at one primary
school in the Western Cape. The participants were three teachers in their Foundation Phase
classes, chosen on the basis of the phenomenon studied.
The focus was to evaluate how successful the language support strategies are and to
determine any gaps in the strategies used. Validity was assessed by means of lesson
observations, supported by interviews and analysis of the teaching documents. Further, to
increase the trustworthiness of the study, findings were compared across these data sources
and methods to triangulate the results. Findings illuminated: (i) Factors impacting language
teaching; (ii) Strategies used by teachers; (iii) Teachers’ understanding of support strategies;
(iv) Teachers’ understanding of CALP; (v) Effectiveness of the support strategies; and (vi)
Gaps in the strategies teachers used in improving CALP. Data were intentionally analysed to
identify pervasive patterns and main themes in the data and a thematic report foreground the
voices of the research participants.
The study raised questions about the teachers’ practice in teaching CALP. Teachers taught
using familiar methods, taught to a task and lacked linguistic structures in their lessons.
Finally, the study report ended with a list of limitations and recommendations for future
research in strategies that the Foundation Phase teacher can use to improve the CALP in
South Africa’s schools.
Additional information
Thesis (MEd (Education)--Cape Peninsula University of Technology, 2016.
File(s)![Thumbnail Image]()
Loading...
Name
205211542-Gardener-Malinda-M.Ed-Education-Edu-2017.pdf
Description
Thesis
Size
559.97 KB
Format
Adobe PDF
Checksum
(MD5):2c7dd8244817e7c5cc8ecc3702430899