Challenges Experienced by History Learners during Assessment Using the Medium of English

Autor/inn/en	Rapetsoa, J. M.; Singh, R. J.
Titel	Challenges Experienced by History Learners during Assessment Using the Medium of English
Quelle	In: South African Journal of Higher Education, 26 (2012) 1, S.10-23 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1011-3487
Schlagwörter	Program Effectiveness; English (Second Language); Learning Processes; Language Proficiency; Foreign Countries; History Instruction; Student Evaluation; Blacks; Rural Schools; Barriers; Second Language Instruction; Educational Environment; Summative Evaluation; Native Language; Language of Instruction; Outcomes of Education; Interviews; Observation; Student Attitudes; Teacher Attitudes; Qualitative Research; Statistical Analysis; Case Studies; Secondary School Students; Academic Achievement; South Africa + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Learning process; Lernprozess; Language skill; Language skills; Sprachkompetenz; Ausland; History lessons; Geschichtsunterricht; Schulnote; Studentische Bewertung; Black person; Schwarzer; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Fremdsprachenunterricht; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Teaching language; Unterrichtssprache; Lernleistung; Schulerfolg; Interviewing; Interviewtechnik; Beobachtung; Schülerverhalten; Lehrerverhalten; Qualitative Forschung; Statistische Analyse; Case study; Fallstudie; Case Study; Sekundarschüler; Schulleistung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigated the challenges that history learners in rural black schools are faced with during assessments when using English as the language of learning and teaching. The aim of the study was to investigate whether English, which is used as a language of learning and teaching in schools, is a barrier to the learning and teaching of history. It is argued that the use of English has implications on the results that learners obtain during summative assessment. The literature reviewed revealed that any language of learning and teaching, which is not the mother tongue of learners, has an impact on the process of learning. Assessment, which determines whether the learning outcomes have been attained or not, is affected by factors like the type of assessment, for example, formative or summative; the purpose of assessment and the rules and regulations that goes along with assessment. In order to gain a greater insight and a comprehensive understanding of the research problem, a qualitative approach was used with some quantitative elements. A multiple-case study design was adopted. The research instruments employed were interviews, document analysis and observations. The findings indicated that the environment in which the learners learnt a second language had an impact on the learners' language proficiency. Furthermore, it was found that assessment poses a challenge to learners, in addition to the challenges caused by the language. The findings also indicated that educators and the learners preferred to use English as a language of learning and teaching and not their mother tongue. This was despite all the challenges they faced when they used English. An important recommendation was to develop mother-tongue terminology in history. (As Provided).
Anmerkungen	Unisa Press. Preller Street, P.O. Box 392, Muckleneuk, Pretoria 0003, South Africa. Tel: +27-24-298960; Fax: +27-24-293449; e-mail: sajhe@vodamail.co.za; Web site: http://www.sajhe.org.za
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10