Pedagogical Practices Involved in Integrating English Language Skills in Subject-Specific Learning: A Case of High School Teachers

Autor/inn/en	Mpofu, Nhlanhla; Maphalala, Mncedisi C.
Titel	Pedagogical Practices Involved in Integrating English Language Skills in Subject-Specific Learning: A Case of High School Teachers
Quelle	In: International Journal of Education and Practice, 8 (2020) 4, S.664-675 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mpofu, Nhlanhla) ORCID (Maphalala, Mncedisi C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2311-6897
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Incidental Learning; Intentional Learning; Teaching Methods; High School Teachers; Language of Instruction; Multilingualism; Language Skills; Public Schools; Foreign Countries; Intellectual Disciplines; South Africa + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Inzidentelles Lernen; Intentionales Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Language skill; Sprachkompetenz; Public school; Öffentliche Schule; Ausland; Geisteswissenschaften; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article explores the pedagogical practices used by high school teachers in integrating disciplinary and language knowledge in a multilingual context where English is the medium of instruction. Specifically, we explored the way high school teachers implement the English Across the Curriculum (EAC) strategy in their content subjects. EAC is an old approach in language learning, however, its application is relatively new in South African high schools. To address this knowledge gap, the present study provides an answer to the following question: What pedagogical practices do high school teachers use in integrating EAC with subject-specific learning? To answer the research question, we conducted a qualitative case study, collecting data from 25 high school teachers using a focus group discussion. Data emanating from this discussion were analyzed using inductive thematic analysis. The findings indicate that in-service teachers used intentional disciplinary language learning and incidental disciplinary language acquisition as pedagogical activities for developing learners' knowledge of the language of the discipline. In line with the findings, we recommend that learners be exposed to both intentional and accidental language learning experiences. Additionally, we recommend the use of higher comprehension pedagogical activities to develop learners' critical thinking and awareness in both language and disciplinary knowledge. (As Provided).
Anmerkungen	Conscientia Beam. 19-C, Sunset Lane 3, DHA Phase 2 extension Karachi, Pakistan. e-mail: editor@conscientiabeam.com; Web site: http://www.conscientiabeam.com/journal/61
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01