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dc.contributor.authorMalebese, M. L.
dc.date.accessioned2018-04-06T06:08:16Z
dc.date.available2018-04-06T06:08:16Z
dc.date.issued2017
dc.identifier.citationMalebese, M. L. (2017). A socially inclusive teaching strategy for transforming the teaching of English first additional language. Perspectives in Education, 35(2), 16-29.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://dx.doi.org/10.18820/2519593X/pie.v35i2.2
dc.identifier.urihttp://hdl.handle.net/11660/8122
dc.description.abstractThis paper explores ways of including indigenous knowledge systems in the teaching of English First Additional Language (EFAL). The aim is to use a socially inclusive teaching strategy in such a manner that the imbalances that past oppressive regimes brought into the teaching and learning of a second language, EFAL in this case, is challenged and possibly reversed. A desperate need for basic educational resources understandably warrants the promotion of a culture that is conducive to learning. Lacking resources are not limited to teacher knowledge, as can be gleaned from schools situated in rural settings. Undesirable cultures and conditions not conducive to learning prevail at the expense of hope and socially just educational practices. Indigenous knowledge systems and community cultural wealth, embedded in rural settings, are often underplayed and ignored. However, if incorporated in the teaching and learning process, they can create a familiar learning environment. In this paper, a socially inclusive teaching strategy was found to be helpful in ensuring the sustenance of transformation of learning while simultaneously contributing to the transformation of teaching English first additional language. This transformative charter of the paper warrants the framing of critical emancipatory research (CER) while adapting participatory action research principles to engage those affected by the problem and to determine solutions captured through meetings, workshops, document analysis, focus groups discussions and observations. The conversations were audio- and videotaped for the purpose of data analysis at the later stage. The reflections that permeate the analytic, interpretive and educative phases of CER, discourses that were subjected to van Dijk’s socio-cognitive critical discourse analysis, were found to be very helpful. Research findings confirm the two-way relationship between the availability of educational resources and learner attainment.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectBasic educational resourcesen_ZA
dc.subjectDecolonisationen_ZA
dc.subjectRural settingsen_ZA
dc.subjectSocially inclusive teaching strategyen_ZA
dc.subjectTransformationen_ZA
dc.titleA socially inclusive teaching strategy for transforming the teaching of English first additional languageen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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