2.3 Review of Literature
2.3.1 Teaching English in High school
In teaching English emphasis should be placed on creating a platform that improves listening, speaking, reading, viewing and writing as this creates competency to achieve what Cummins (2003) calls CALP (cognitive and language proficiency), which enhances competence in language usage and syntax, as against BICS (basic interpersonal communication skills) which one imbibes by being part of a language community. The manner in which language is taught in schools determines the percentage of students who are able to be competent in the language and use it in other subjects being offered at school. The reality is that so many schools, especially rural schools and non-fee paying schools, lack the resources, personnel, competence and infrastructure to bring about a classroom and school where learners are competent in English (Bloch, 2009). Teachers are also of importance in achieving cognitive competence in schools as grammar is not given enough weight (Bloch, 2009), which is part of why children do not speak the English language accurately. Orland (2001) adds that the physical condition of the work place, teachers’ lack of motivation, the tradition of the workplace and
the dynamics among the group of teachers functioning as professional staff are determinants of genuinely well-functioning schools and centres of academic excellence. Carell, Devine and Eskey (1998) added that central to English education is how reading is administered. The manner in which reading is administered and taught go a long way in helping learners improve their understanding and use of the English language.
Mgqwashu (1999) and Balfour (2000) have shown that the teaching and learning of English in Black schools in South Africa still, and for some time, will remain a formidable challenge for the present and future governments. The problem of English teaching is not only exclusive to English but to teaching and schooling in general. Schools that encourage creativity, originality and intolerance to injustice create citizens who can challenge and transform society’s hierarchies rather than accept them (Bloch, 2009). Creative ways like group work can go a long way in improving a classroom situation, adding flair and dispelling boredom. Group work is defined as a form of social organisation to prepare for either an examination, classroom assessment or understanding of the topic of the day. It also functions more as a learning support and encouragement for learners than as a help during assignments (Davis, 1993, 2002). Positive learner-centred pedagogy and methodology is not all that is needed for an effective classroom practice, as a whole school-based approach goes a long way in creating efficient and effective school experience. It is not only schools though, but a teacher’s integrity, knowledge and competence, as Bloch (2009) argues that so many teachers get away with not being able to teach, while others engage in anti-social and anti- educational activities backed by their unions.
Furthermore, according to Clarence-Fincham (as cited by Mqgwashu, 2008) pupils in Black schools were taught by a second generation of second language speakers who themselves do not have the linguistic resources or the confidence
to take the pupils beyond what the textbook had to say. This affects learners negatively as they do not imbibe the content and quality needed to excel in the highest level. It is again not completely the fault of some schools that they have teachers who are not competent or not qualified whereas private schools and former model C schools (former model C schools are government schools that are administrated and largely funded by a governing body of parents and alumni) can employ who they deem fit. Most non-fee paying schools have teachers thrust upon them. Situations like this exacerbate the crises bedevilling schools and schooling rather than palliating them (Jansen, 2011).
In the long run the inequalities in schools and schooling and funding creates a resultant inequality that threatens the stability and comforts of all young people (Bloch, 2009). Bloch concludes by stating that:
“Most children find that the education system fails them, penalises them and almost rationalises their ongoing exclusion from the fruits of democracy and change. Education seems to reinforce inequality and shuts children out rather than being inclusive in its aspiration and effects”
(Bloch, 2009, p.25).
Learning methodology has come into question even though learning cannot be exclusively reduced to outcomes, as according to Barr and Tagg (1995), learning outcomes include whatever students do as a result of a learning experience. Any measurement of students’ products from an educational experience is a measure of learning outcome. The need for a change in university English curriculum becomes imperative then to accommodate the diversity.
As according to Mqgwashu (2008) access to higher education has been made open to every citizen regardless of class or race which makes English departments to re-think the position of language teaching as the need increases a n d ways in
which language teaching and learning can be cascaded has changed to accommodate broader aims with university education in mind.
The need to implement a curriculum that caters strategically for the language of teaching and learning in both content and methodology is of paramount importance and must be given a priority place in our education system. This will go a long way in closing the gaps currently existing between schools and among individual learners in schools. The improvement of a school and enhancement of the culture of teaching and learning is not only the function of a teacher in the classroom but also of the school leadership, notably the principal.