From 'Sheep' to 'Amphibian': English Vocabulary Teaching Strategies in South African Township Schools

Autor/in	Stoffelsma, Lieke
Titel	From 'Sheep' to 'Amphibian': English Vocabulary Teaching Strategies in South African Township Schools
Quelle	In: South African Journal of Childhood Education, 9 (2019) 1, Artikel 650 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Stoffelsma, Lieke)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Slum Schools; Vocabulary Development; Reading Tests; English (Second Language); Second Language Learning; Active Learning; African Languages; Literacy Education; Second Language Instruction; Educational Quality; Teaching Methods; Poverty; Native Language; Elementary School Students; Learning Experience; Native Language Instruction; Grade 3; Teacher Attitudes; Elementary School Teachers + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Lesetest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Aktives Lernen; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Fremdsprachenunterricht; Quality of education; Bildungsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Armut; Lernerfahrung; Native language education; Muttersprachlicher Unterricht; School year 03; 3. Schuljahr; Schuljahr 03; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	Background: South African learners have performed consistently poorly in reading assessments. This paper addresses two key components in improving reading literacy: vocabulary development and teacher knowledge and skills required for quality vocabulary instruction. Aim: This small-scale exploratory study reports on the English vocabulary teaching strategies of eight Grade 3 teachers in South African township schools serving poor communities and their implementation of these strategies in practice. Setting: The Western Cape teachers taught English Home Language (HL) learners. The Eastern Cape teachers taught Xhosa HL and English First Additional Language (FAL) learners. Methods: Teacher interviews and classroom observations. Results: The teachers used a range of basic vocabulary teaching strategies that complied with evidence-based vocabulary teaching strategies identified in the literature. However, most of the strategies employed did not reach an advanced level of active learning in which students were challenged and took ownership of their own vocabulary learning. Results showed that especially the English FAL teachers relied heavily on their L1 for vocabulary instruction. Conclusion: Grade 3 teachers in South African schools that serve poor communities are capable of providing rich print exposure in their classrooms showing that schools can, to a certain extent, play a compensatory role for the limited literacy opportunities in homes of children from low socio-economic backgrounds. However, in order for the learners to develop a more durable, rich vocabulary their teachers would need to engage in more interactive and in-depth instruction. Implications for policy are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01