Perceptions of IsiZulu-Speaking Pre-Service Teachers' Classroom English Proficiency

Autor/inn/en	Kellerman, Jessica; Evans, Rinelle; Graham, Marien Alet
Titel	Perceptions of IsiZulu-Speaking Pre-Service Teachers' Classroom English Proficiency
Quelle	In: South African Journal of Education, 41 (2021), Artikel 2156 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Kellerman, Jessica) ORCID (Evans, Rinelle) ORCID (Graham, Marien Alet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	African Languages; Preservice Teachers; Second Language Learning; Language of Instruction; Language Proficiency; Scoring Rubrics; Computer Software; Teacher Education Programs; English (Second Language); Student Characteristics; Oral Language; Foreign Countries; Case Studies; Student Attitudes; Rural Schools; Audio Equipment; Pronunciation; Comparative Analysis; Classroom Communication; Vocabulary Skills; Pedagogical Content Knowledge; Grammar; Native Language; South Africa + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Language skill; Language skills; Sprachkompetenz; Scoring formulas; Auswertungsbogen; English as second language; English; Second Language; Englisch als Zweitsprache; Oral interpretation; Mündlicher Sprachgebrauch; Ausland; Case study; Fallstudie; Case Study; Schülerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Audio-CD; Aussprache; Klassengespräch; Aktiver Wortschatz; Pädagogische Kompetenz; Grammatik; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Despite less than 10% of South Africans claiming English as their home language, it has become the de facto language of instruction. Yet we cannot assume that teachers have sufficient command of this language when using it for instructional purposes. As a sub-study, in this article we report on the oral proficiency of isiZulu-speaking pre-service teachers who use English when expounding content in rural schools. The conceptual framework draws primarily on research relating to instructional communication and Classroom English. For this mixed methods case study, using questionnaire data from 52 pre-service teachers and 18 tutors, we sought to establish the perceptions that respondents had of students' oral proficiency while teaching in situ. Responses were statistically analysed using computing software. Unedited audio recordings of lessons presented in rural KwaZulu-Natal schools during pre-service teachers' work-integrated learning stint provided oral data from which to gauge proficiency using a self-designed rubric. Findings correspond with those of previous studies, pointing to preservice teachers' oral proficiency being less than ideal for effectively facilitating learning. However, what is considered adequate proficiency and what is ideal is yet to be agreed upon. We recommend that interventions which address the development of oral proficiency required for classroom use be considered. Our pilot rubric may serve as a useful data-gathering tool in future research. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01