Teacher perceptions and practices regarding a text-based approach to English (L2) writing instruction in grade 6: A South African case study.
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Date
2014
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University of the Western Cape
Abstract
Learners' low achievement in literacy is a national concern in South Africa, particularly among Grades 3 and 6 learners who write systemic and national assessment tests. Although the Department of Basic Education makes attempts to support teachers by conducting teacher development workshops, there is no significant improvement in literacy results.
With regard to language teaching, the national Curriculum Assessment Policy Statement (CAPS) promotes the use of Communicative and Text-Based Approaches as a means of strengthening learners· language skills in a manner that they could use the language for different purposes, such as in speech and writing. The majority of learners have to develop these skills in a second language (L2) which is English, in which they have little competence as learners are taught through the medium of English second language (L2) from Grade 4 in many South African schools.
Concerning the approaches that have been introduced in language teaching to enhance learners oral and writing skills, little is known about how teachers understand and use the new approaches in their classrooms. There is limited research done on learners' writing in basic education. This study focuses on Grade 6 teachers' perceptions of the Text-Based Approach to teach English as a second language. It also investigates the teaching strategies used by teachers in teaching writing to Grade 6 learners who learn English as L2 and who are taught through the medium of L2. Through the lens of the Genre Based Approach, the study sought to understand how teachers implemented the Text Based Approach in teaching writing in English o Grade 6 learners.
The data were generated through interviews, observations and document analysis. The thematic qualitative approach was used to analyze data. The findings reveal that teachers have limited understanding of the Text Based Approach and that affects their practice in the classroom with regard to teaching writing. They also indicate that teachers do not receive adequate support to implement the new language curriculum in their classrooms. All these factors seem to impact negatively on the effective implementation of the Text Based Approach in teaching English (L2) writing in the Grade 6 classrooms.
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Keywords
Text-based approach, Genre-based approach, Systemic functional linguistics, Teacher perceptions and practices, English writing
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