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dc.contributor.advisorMahlomaholo, M. G.
dc.contributor.advisorMoreeng, B. B.
dc.contributor.authorMalebese, Lilian Motselisi
dc.date.accessioned2016-11-14T07:48:11Z
dc.date.available2016-11-14T07:48:11Z
dc.date.issued2016-02
dc.identifier.urihttp://hdl.handle.net/11660/4391
dc.description.abstractEnglish: This thesis set out to formulate a socially inclusive teaching strategy intended to respond to English literacy problems as they relate to a given Grade 4 class in one primary school in the Free State province, South Africa. In this regard, the major contention of the thesis was that poor academic performance by foundation and intermediate phase learners can be attributed to insufficient preparation on the part of teachers to facilitate learners’ transition from the foundation phase to the intermediate phase. The study theorised and formulated a community-based teaching strategy which involved stakeholders of a school, using various teaching and learning resources, coming together to collaboratively enhance learners' levels of competence and achievement in listening, speaking, reading, writing, technical functioning and critical thinking skills in the Grade 4 English class. The research question was, how can a socially inclusive teaching strategy respond to English literacy problems in a Grade 4 class? This study used critical emancipatory research as its theoretical framework. Data were generated through the use of participatory action research and analysed using critical discourse analysis. The empirical analysis, interpretation of data and discussion the findings resulting from interventions were done with critical discourse analysis. The framework thus developed contributes to demystifying the teaching of English literacy, and improved the subject performance of learners in this class significantly. The socially inclusive teaching strategy understands that learners are expected to demonstrate a basic operational knowledge and that a socially inclusive way of teaching has a wide applicability in/outside the classroom. In the first part of the study, the results of brief empirical reflections by means of participatory action research show that the inability to activate a socially inclusive teaching strategy to respond to English literacy problems is caused by the absence of a dedicated team with a common purpose/vision, failures relating to lesson preparation, ineffective lesson presentation and an absence of effective assessment measures; these causes have a negative impact on learners’ learning attainment, namely, learners are unable to read text meaningfully or to reason logically, their decision making is uninformed and they are unable to perform given tasks. The second part of the study identifies the components of the solution, namely, the formulation of a socially inclusive teaching strategy to respond to the problems of teaching English literacy – these component are required for such a strategy to be implemented successfully. These components can only be described successfully in the presence of a dedicated team. Numerous findings of this study with regard to the common literacy challenges faced by beginner English as Second Language learners are consistent with results of other research studies reported in the literature review. The distinctive aspect of this research project has proven to be the infusion of humanitarian elements into educational management and curriculum studies, which has transformational characteristics within a research paradigm. All of these characteristics involve understanding the contexts within which such a strategy can be implemented successfully by a strong team working in a socially inclusive learning environment, in an attempt to create a conducive, sustainable learning environment. The study advocates the consideration of learners’ voices as the measure of the success of learning and, thus, recommends that these voices, which have often been viewed as “insignificant”, are heard. In conclusion, the thesis argues that a socially inclusive teaching strategy does not reside in an individual, but in collective and collaborative relationships; anyone who is/will be affected by any decision or action taken in an institution earns engagement and involvement. The thesis offers a strategy that can respond to literacy problems in a socially inclusive manner.en_ZA
dc.description.abstractAfrikaans: Hierdie tesis wakker ‘n poging aan om ‘n strategie vir ‘n sosiale inklusiewe onderwysstrategie te formuleer wat daarop gemik is om Engels geletterdheids probleme aan te spreek wat deur ‘n Graad 4 klas ondervind word in ‘n laerskool in die Vrystaat Provinsie in Suid-Afrika. In hierdie verband is die hoof twispunt van die tesis dat gebrekkige akademiese prestasie deur grondslag en intermediêre fase leerders toegeskryf kan word aan gebrekkige voorbereiding van opvoeders wat die oorskakeling tussen die twee fases moet bewerkstellig. Die studie teoretiseer en formuleer a gemeenskapsgedrewe onderwysstrategie wat belanghebbendes van ‘n sekere skool betrek met die gebruik van verskeie onderwys- en opvoedingshulpbronne wat tesame die leerders se vlakke van bevoegdheid en prestasie in luister-, praat-, en leesvaardighede sowel as tegniese funksionering en kritiese denkvaardighede in die Graad 4 Engelse klas beinvloed. Die vertrekpunt vir die navorsing was die vraag, “Hoe kan ‘n sosiale inklusiewe onderwysstrategie reageer op Engelse geletterdheids probleme in ‘n Graad 4 klas?” In hierdie studie word gebruik gemaak van kritiese vrywaringsnavorsing vir die teoretiese raamwerk. Data is genereer deur deelnemende aksie navorsing en ontleed met die gebruik van kritiese diskoers ontleding. Die empiriese analise, interpretasie van data en bespreking van die bevindinge wat ontstaan vanuit die ingryping is volbring deur kritiese diskoers ontleding. Die ontwikkelde raamwerk dra dus daartoe by tot die demistifikasie van opvoediging van Engelse geletterdheid en dat die uitvoering van die vak leerderprestasie aansienlik verbeter. Die sosiale inklusiewe onderwysstrategie is gebasseer op die begrip dat leerders veronderstel is om ‘n basiese operasionele kennis van die vak behoort te demonstreer en dat ‘n sosiale inklusiewe manier van onderwys ‘n wye toepaslikheid binne en buite die klaskamer geniet. Die eerste deel van die studie dui daarop dat, die onvermoë om ‘n sosiale inklusiewe onderwysstrategie om Engelse geletterdheid probleme te beredder, by wyse van ligtelike empiriese nadenke, die resultate wat verkry word deur middel van deelnemende aksie navorsing ‘n tekortkoming uitwys in die gebrek aan ‘n toegewyde span met ‘n gedeelde visie wat daartoe bydra tot a) tekortkominge in les voorbereiding, b) ondoeltreffende les aanbieding en c) ‘n afwesigheid van effektiewe assesseringsmetodes. Hierdie probelem versoorsaak ‘n negatiewe impak op leerders se leervermoë bied, naamlik dat leerders nie teks met begrip kan lees of logies kan redeneer nie, hulle besluitname nie insiggewend is nie hulle nie opdragte kan uitvoer nie. Die tweede deel van die studie identifiseer die komponente van die oplossing, naamlik die formuleering van ‘n sosiale inklusiewe onderwysstrategie om die probleem van opvoeding in Engels geletterdheid aan te spreek – hierdie komponente word benodig om sodoende die strategie suksesvol te kan implementeer. Die voorafgenoemde komponente kan dus suksesvol beskryf word in die teenwoordigheid van ‘n toegewyde span. Verkseie bevindinge in hierdie studie met betrekking tot gemene geletterdheidsvraagstuke wat deur beginner Engels tweedetaal leerders ondervind word is konsekwent met die resultate van ander navorsingsstudies wat in die bronne studie aangehaal is. Die onderskeidende aspek van hierdie navorsingsprojek is gewis die inspuiting van die humanitêre elemente in opvoedkundige bestuur en kurrikulum studies wat beskik oor transformatiewe eienskappe binne die navorsingsraamwerk. Al hierdie eienskappe behels ‘n verstandhouding van die kontekste waarin so ‘n strategie suksesvol geimplementeer kan word deur ‘n sterk span wat binne in ‘n sosisale inklusiewe omgewing werk wat so ‘n bydraende, volhoubare leeromgewing kan vestig. Hierdie studie bevorder die inagneming van die leerders se stemme as die maatsaf van sukses van opvoeding en beveel dus aan dat gehoor gegee word aan hierdie voorheen geignoreerde stemme. In sluitng, vestig die studie die aandag daarop dat ‘n sosiale onderwysstrategie nie binne ‘n enkele persoon gevestig word nie maar binne in ‘n kollektiewe en samewerkende verhouding van alle belanghebbendes. Hierdie tesis bied ‘n strategie wat ‘n oplossing kan bied vir geletterheid probleme by wyse van ‘n sosiale inklusiewe manier.af
dc.description.sponsorshipNational Research Foundation (NRF)en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectThesis (Ph.D. (Curriculum Studies))--University of the Free State, 2016en_ZA
dc.subjectLiteracyen_ZA
dc.subjectInclusive educationen_ZA
dc.subjectLiteracy -- Study and teaching (Elementary)en_ZA
dc.subjectLanguage arts (Elementary) -- South Africaen_ZA
dc.titleA socially inclusive teaching strategy to respond to problems of literacy in a Grade 4 classen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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