The purpose of the study was to investigate how Intermediate Phase (IP), isiZulu Home Language teachers integrate LS & C with other language skills during the implementation of CAPS. The results of the study revealed that the teachers in the intermediate phase (IP) had a problem in integrating LS & C with other language skills.
Introduction
Background to the Study
Prior to other curriculum changes, the CAPS curriculum recently introduced in South African schools is internationally assessed and requires students to acquire the knowledge and skills that will enable them to actively participate in and contribute to a democratic South African society. According to the current (2014) Minister of Basic Education in South Africa, the Honorable Mrs. Angie Motshekga, “The CAPS curriculum is the culmination of the Ministry of Basic Education's efforts to implement the curriculum imposed on South African citizens by the apartheid regime. failed to transform” (DBE, 2011b).
Purpose and Rationale
At the end of the day, teachers return to their schools and teach in the same way they did before the curriculum reforms were introduced. The integration of LS & C is one of the main changes that have taken place in the Language curriculum.
Focus of the Study
As a result, teachers ended up “doing things the same way they did before the reform was introduced” (Bantwini, 2009, p. 177). Many of the changes that teachers need to understand and implement have been introduced in the transition from NCS to CAPS, as outlined in the section above.
Problem Statement
DBE (2011a) expects that the four skills should be learned in context and in an integrated way. Moreover, it seems that the meaning of integration is unclear for both teachers and students.
Objectives
ASs) and Learning Outcomes (LOs), while CAPS focuses on the content set out in the lesson plan, which identifies what needs to be taught in each skill each week. Learners at this level (IP) still struggle to understand isiZulu grammar, even though isiZulu is the native language of most learners.
Key Research Questions
What is teachers' knowledge and interpretation of the theory of integration of language structures and conventions in the context of teaching other language skills?
Research Design and Methodology
Sampling
The researcher also designed an observation schedule to capture as closely as possible the practice of the three participants in the classroom through video, to verify the participants' answers from the interviews and to determine other dynamics related to the teaching of LS & C. This study adhered to the ethical principles of research, to ensure reliability by obtaining informed consent from all participants, by using pseudonyms instead of participant's real names to ensure confidentiality, by obtaining permission to conduct the study in three schools from the Ministry of Education and by obtaining ethics clearance from the University of KwaZulu-Natal.
Overview of the Dissertation
The study used semi-structured interviews and video-recorded classroom observations as data collection methods. Initially, it presents the research paradigm in which the research takes place and the methodology that guided the research.
Definition of Key Concepts
Professional development: Refers to the way in which teachers acquire new knowledge, skills and values that will improve their practice in the classroom. Pedagogical approach: It refers to the way of teaching and learning in the classroom.
Introduction
Curriculum Change
Generic Difference between CAPS and the NCS
What is CAPS?
There were inconsistencies in the participants' understanding of the application of the integration of LS & C. What is your understanding of the method of integrating LS & C with other language skills.
CAPS and the Changes in the Language Curriculum
CAPS Content for isiZulu Home Language in the Intermediate Phase …
Teachers' knowledge of the curriculum is essential given that in the NCS Language Structures and Use was a standalone learning outcome. In CAPS, the isiZulu Home Language content is packaged according to the following skills:
Empirical Studies
Recent Empirical Studies of Change in the South African Curriculum
In the move from NCS to CAPS there has been a clear shift in the supportive educational approach, from NCS OBE described as encouraging "a learner-centred and activity-based approach" DoE, (2002, p. 7), to the CAPS approach which is described as 'an active and critical approach to learning, rather than rote and uncritical learning of given truths (Umalusi 2014, pp. 20-22). Furthermore, CAPS has narrowed its focus to a more clearly discipline-specific approach, excluding principles such as integration, portability and articulation, and establishing subject boundaries.
Empirical Studies Conducted on Language Curriculum Changes
However, there seemed to be inconsistency in the teachers' understanding of the components involved in LS & C. This means that the teachers have sufficient knowledge of the LS & C aspects that they need to cover in the IP.
What does Language Structures and Conventions entail?
The Aspects of Language Structures and Conventions
Exit Level Outcomes for Language Structures and Conventions in the CAPS
Participants B and C are aware of the fact that conventions (punctuation and spelling) are part of LS & C. The two respondents shared a similar practical understanding of the use of LS & C integration.
What’s in CAPS? Research Findings on the Teaching of Language Structures
Conceptual Framework
- Teacher Knowledge
- Propositional Knowledge
- Procedural Knowledge
- Content Knowledge (CK)
- General Pedagogical Knowledge (GPK)
- GPK for Language Teachers
- Pedagogical Content Knowledge (PCK)
They must also have knowledge of isiZulu substantive knowledge applicable in the Foundation Phase (FP) and Senior Phase (SP). Grossman (1990) believes that content knowledge includes knowledge of the substantive and syntactic structures of the subject.
Teachers’ PCK of the Language Teaching Approach
The Communicative Approach
These approaches place less emphasis on explicitly teaching grammatical structures and language rules and emphasize that language is learned through the use of language for communication purposes. Current approaches to language teaching place much more emphasis on the functionality of the language, that is, on the use of the language for communication.
Text–Based Approach
It is worth noting that one of the aims of CLT, according to Richards (2006), is the development of fluency in language use. Similarly, Richards (2006) is also of the opinion that the methodology of the text-based approach is based on the study of a model text and the subsequent creation of texts based on the model.
Integrated Approach
In the South African educational context in general and with languages in particular, this approach is very appropriate to create a context for teaching in LS & C. One of the innovations of CAPS was to put an emphasis on conventions (punctuation and spelling) as part of language structure.
Teacher Development
These conventions should also be incorporated into other language skills. 2004) conducted a study that described CPD that was used between. However, it should be noted that this study does not focus on teacher learning, although curriculum change is an area of professional learning.
Conclusion
The topics were: (1) the way of presenting lessons; (2) integration of LS & C with other skills; and (3) the approaches used in teaching LS & C. As a result, teachers are faced with teaching the integration of LS & C in IP.
Introduction
Research Paradigm
In this paradigm, the interpretive researcher “begins with individuals and sets out to understand their interpretations of the world around them” (Cohen et al., 2011, p. 18). That is, it seeks to discover and understand how people make sense of their experience in their social world.
Research Approach
2011) assert that "the main purpose of qualitative research is to provide a deep description and understanding of human experience". Furthermore, qualitative research is much more concerned with words as the unit of analysis than with numbers and descriptions.
Research Design
Qualitative research differs from quantitative research which requires statistical data and where research is conducted in a fixed, controlled environment. This research mainly concerns words derived from semi-structured interviews, lesson observations and document reviews.
Sampling
Profiling the isiZulu Intermediate Phase Educators
This venue was suitable because of its quietness and the interview went without any disturbance. Participant C was a female teacher who taught isiZulu Home Language in the IP for one year.
Data Collection Instruments
Interviews
The participants were informed in advance that the data collection process would begin with interviews, and the teachers determined the time and place for interviews. For Participant A the interview took place in the staff room, for Participant B in the school library and for Participant C in the Head's office.
Observations
The main aim of the observation schedule was to capture as closely as possible the classroom activities of IP isiZulu native language teachers as they practice the integration of LS & C with other skills. As Henning (2004, p. 100) states, “the information obtained through observation fills in the gaps inevitably left by interviews”.
Data Analysis
Emerging themes were coded and related codes were combined, and analysis was conducted by examining similarities, differences, and patterns emerging from the data. The main LS & C teaching methods searched were holistic approach, textual approach and communicative approach.
Validity and Trustworthiness
The analysis was guided by Grossman's (1990) conceptual framework on teacher knowledge in general in relation to language teaching knowledge in particular.
Ethical Issues
Limitation of the Study
However, after further deliberation and clarification on the importance of this activity, the teachers agreed to be videotaped.
Conclusion
Introduction
Data Analysis
The participants encountered several challenges in teaching the integration of LS&C in isiZulu Home Language into the IP. What are the aspects that need to be covered when teaching LS & C in isiZulu Home Language?
The Analysis of Semi-structured Interview Data with Three Participants…
Teachers’ Understanding of Language Structures and Conventions
Aspects of Language Structures and Conventions
In response to the question: What aspects should be covered in the teaching of Linguistic Structures and Conventions in the isiZulu home language. All participants gave answers that are almost similar when referring to the components of LS & C.
Pedagogical Knowledge of Integrating Language Structures and
Participants B and C indicated that the teaching in LS & C is linked to the text-based approach, which means that teachers use texts as a reference source from which the teaching is developed. Participants B and C clearly expressed the connection between using the text-based approach to teaching LS & C.
Teachers’ Understanding of Teaching Language Structures and
Participants mentioned that the text or understanding and the passage should be used as a source from which the LS & C is drawn. Participant B differed in that he did not list some of the LS & C topics.
Teachers’ Interpretation of their Practices of Teaching of LS & C
It is envisaged that LS & V should be taught in context while other language skills are being taught and developed. It is only participant B who taught LS & C in context, although during the interviews he seemed unsure, but kept saying "it depends" and "at times".
Teaching Approach of Language Structures and Conventions
During the interviews, they say they taught LS&C in context, but when observed in the classrooms, they taught LS&C in isolation. These responses show that there is uncertainty about what teachers actually do when they teach LS&C.
Challenges Encountered in the Teaching of Language Structures and
Learners’ Competence in IsiZulu
During the classroom observation process it was noticed that some of the students (especially those coming from other African countries) did not participate in the lesson and seemed lost and did not know what was going on.
Poor Writing Skills
As spelling is a component of LS & C, if students cannot write isiZulu words, this means that the learning of LS & C is affected. Teaching writing is a golden opportunity for teachers to teach LS & C, without which students cannot write.
The Analysis of Classroom Observations with the Three Participants
How Lessons were Introduced by the Teachers
The teacher introduced her lesson in grade 6 by referring to izinhlobo zemisho (different sentence forms), which is also part of LS & C. The teacher asked questions about the students' experiences and his introduction did not refer to the relevant aspects of LS & C.C.
Integration of Language Structures and Conventions
While still on the language aspect, the teacher introduced the manner of speaking (ihaba) derived from the text. While the students were still enjoying the linguistic aspect of the text, the teacher quickly introduced grammar.
Teaching Approaches Used by the Participants in the Teaching of Language
By not using text, she gave information directly to students rather than allowing students to identify figures of speech. Although all three participants used texts to teach, they did not fully use a text-based approach.
Discussion of Findings
Findings from Semi-structured Interviews
Responses from the three interviewed teachers indicated that the teachers' knowledge of the curriculum content was also superficial. They stated that the duration of the CAPS workshops was short and that the quality was not satisfactory.
Findings from Lesson-observations
In addition, the policy document allocates one hour to the teaching of LS & C in the fortnightly cycle. In addition, it was found that the use of the integrated approach was minimal because the teachers taught LS & C using traditional methods.
Conclusion
Moreover, some of the LS & C aspects are repeated in the syllabus, while some are left out. In these documents I will check if there is any evidence of the integration of LS &.
Introduction
The previous chapter presented data analysis of the semi-structured interviews and the classroom observation of the three participants. The intention of the study was to find out how teachers teach LS & V and to determine to what extent teachers understand the integration of LS & V with other language skills in the IP isiZulu Home Language CAPS curriculum.
Conclusions
- Teachers’ Understanding of Methodology of Integrating LS & C
- Teachers’ Understanding of PCK for Teaching LS & C in Context
- Classroom Practice of Integrating LS & C
- Knowledge of the Curriculum Content
- Teachers’ Knowledge of the Teaching Approaches
- Challenges Facing Teachers when Teaching LS & C
It was also observed that there was inconsistency in the way participants integrated LS & C with other skills. Data from the interviews indicate that the understanding of the methodology used by the teachers to integrate LS & C varies.
Recommendations of the Study
- Review of the LS & C Section in the Curriculum
- Teacher Development Initiatives
- Teacher Support
- Suggestion for Further Study
A comparative study of the National Curriculum Statement (NCS) and the Curriculum and Assessment Policy Statement (CAPS). What are some of the issues you would like us to discuss about teaching LS & C.
Invitation Letter to Teachers and Teachers’ Individual
Permission Letter to the Principal
I would like to ask permission to make your school one of the sites for my research study. The duration of interviews will last one hour for two days, and I have received permission from the Department of Education to conduct the survey.
Principal’s Declaration of Consent
Interview Schedule…
Have you received any guidance on integrating LS & C with other language skills during the CAPS workshops. What kind of teacher support material would help you in teaching LS & C in IP.
Observation Schedule
University of KwaZulu-Natal Ethical Clearance Certificate
Permission Letter from DoE
