Department of Language Education

Permanent URI for this community

https://hdl.handle.net/10566/10528

Browse

Browsing by Author "Frank, Mark"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Common barriers to learning in the grade 10 English home language classroom and informed (innovative) ways in dealing with them in high school
    (University of the Western Cape, 2015-11) Frank, Mark; Sivasubramaniam, Sivakumar
    The purpose of this study was to explore informed ways of teaching when confronted with the kind of common barriers in grade 10 visible both in and out of the classroom. This qualitative study describes the innovative methods that teachers use. The theoretical framework undergirding this study is effective teacher research. The research design involved interviews of twelve Grade 10 learners, focus group and observations of two teachers. In addition, two student teachers in their final year were also observed. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed “the ability from the learner to recreate, imagine and empower their understanding of the world they live in” (CAPS). The findings of the study reveal that creative ways of teaching has the ability to bring about the essential improvement of learner achievement. This falls in line with the South African Education comprehensive programme, which is referred to as Action Plan 2014: Towards the Realization of Schooling 2025.
  • Thumbnail Image
    Item
    An investigation into English home language teachers’ use of the English home language textbook in Grade 11
    (University of the Western Cape, 2019) Frank, Mark; SIVASUBRAMANIAM, SIVAKUMAR
    The study investigates how English Home language teachers use the English Home language textbook in the grade 11 classroom. It aspires to generate an understanding of the strong relationship between the teacher, textbook and the learner thereby illustrating how a recognition of the various ways the textbook can be used. By addressing methodological issues and text relevancy as a tool for learner connection, the research appraises the use of text relevancy in the grade 11 classroom. In upholding a constructivist view of teaching the research postulates that the use of textbook material that holds a connection to learners’ lives can help increase the proficiency of the learners in the classroom and bring a deeper motivation for increase learner participation. The investigation uses a qualitative methodology to study and describe the dynamics of using the textbook. The research captured teaching methods that are already known. However, the research in this thesis also added some new dimensions that many teachers might not know of or might not be using in their classroom. These teaching methods revealed the extent to which effective teachers will go to make a difference for their learners. The teaching methods harnessed the ability from the learner to recreate, imagine and empower their understanding of the world they live in with an understanding of current topics that surfaces in a teenager’s life.