المؤلفون: Kgabo Bridget Maphoto (ORCID 0000-0003-4861-8208), Zuleika Suliman (ORCID 0009-0009-6038-9621)

المصدر: Research in Social Sciences and Technology. 2024 9(1):102-123.

Peer Reviewed: Y

Page Count: 22

Descriptors: Foreign Countries, Electronic Learning, Educational Technology, English for Special Purposes, English (Second Language), Language Skills, Student Attitudes, Student Experience, Communication Skills, Job Skills, College Freshmen, Program Effectiveness, Pedagogical Content Knowledge, Technological Literacy

مصطلحات جغرافية: South Africa

مستخلص: This study explores the implementation of e-learning strategies to enhance workplace English competence. The focus is on a semester module that consists of approximately 10,000 first-year university students in an ODeL context in South Africa. The study's objective was to collect data and contribute to the field of language learning in the workplace. Guided by the TPACK theory, the investigation employed qualitative research methods, incorporating open-ended evaluation questions and an observation schedule. The instruments allowed for a deep exploration of students' perspectives and experiences with e-learning strategies, specifically their impact on workplace English competence. The results of the study highlighted the positive effects of e-learning strategies on enhancing workplace English competence. Participants reported improved language skills, increased confidence in communication, and an enhanced ability to meet workplace language requirements. In addition, the findings revealed the significance of interactive multimedia materials, collaborative learning activities, and personalised feedback as effective pedagogical approaches in the module. The contributions of this study lie in its exploration and validation of e-learning strategies for the enhancement of workplace English competence at a distance learning university.

Abstractor: As Provided

المؤلفون: Tebogo J. Rakgogo (ORCID 0000-0002-8693-2559)

المصدر: Transformation in Higher Education. 2024 9.

Peer Reviewed: Y

Page Count: 14

Descriptors: Higher Education, Racial Segregation, Social Change, Colonialism, Democracy, Foreign Countries, Multilingualism, English (Second Language), Second Language Learning, Indo European Languages, African Languages, Educational History, Educational Philosophy, Language of Instruction, Educational Policy, Power Structure, Educational Change, Native Language, Language Usage, Civil Rights, Academic Achievement, Access to Education, Language Role, Language Attitudes, Universities

مصطلحات جغرافية: South Africa

مستخلص: The core objective of this article is to evaluate the progress made in linguistic development over the past three decades, with a specific focus on the role of language and its philosophical underpinnings in reshaping and decolonising South African higher education landscape. Linguistic imperialism as a conceptual framework alongside the Framework for Policy Analysis were employed to inform, guide and support the author's contention that linguistic hegemony is still dominating the discourse within the higher education sector. The research adopts a qualitative approach, utilising content analysis for data analysis purposes. The findings of the article reveal that despite 30 years of democracy, the influence of colonial-era language philosophy and western epistemologies persists. It is suggested that comprehensive implementation of language policies could effectively address the transformation and decolonisation agenda. It further advocates for alignment between policy and practice through pragmatic, intentional and transformative initiatives aimed at identifying, interrogating and disrupting the coloniality of power and its western epistemologies, as far as language policy and practice are concerned. In conclusion, the article emphasises the urgent need to counteract existing linguistic imperialism and hegemony embedded within colonial knowledge systems by enacting transformative policies that will prioritise student access, success, linguistic diversity, linguistic justice, epistemic justice and social cohesion within the framework of higher education. Contribution: The aim is to provide guidance to language policy implementers in South African universities by offering an overview of the linguistic advancements achieved between 1994 to 2024.

Abstractor: As Provided

المؤلفون: Thapelo Mokgadi (ORCID 0000-0002-2917-2194), Muchativugwa L. Hove (ORCID 0000-0002-6021-4639)

المصدر: Reading & Writing: Journal of the Literacy Association of South Africa. 2024 15(1).

Peer Reviewed: Y

Page Count: 10

Descriptors: Foreign Countries, Mastery Learning, English (Second Language), Second Language Learning, Second Language Instruction, Grade 4, Grade 5, Elementary School Students, Pedagogical Content Knowledge, Reading Instruction, Language Proficiency, Elementary School Teachers, Teaching Methods, Reading Comprehension, Educational Quality

مصطلحات جغرافية: South Africa

مستخلص: Background: A large number of studies have established that reading for comprehension in South African schools is comparably poor relative to other Southern African states. Some of these studies confirm that learners' competency in reading in English is lacking when contextualised in a learning environment. Various systemic evaluations were conducted intended to establish the gap in the literacy and numeracy of learners as the average achieved in Grade 3 for reading with comprehension was only 39%. Furthermore, a recent study found that only 19% of South Africa's Grade 4 learners can read for meaning. Objective: To investigate whose reading translates to mastery in English First Additional Language (EFAL) in the intermediate phase. Method: An interpretive paradigm, using a qualitative approach was used. Four teachers from two schools were purposively selected for this study. The research involved the participation of 234 learners in Grade 4 and 152 learners in Grade 5 totaling 386 participants. Results: Teachers in the intermediate phase possess pedagogical content knowledge (PCK) which is strengthened by the subject matter knowledge in the teaching of reading in EFAL. While teachers demonstrate PCK, there is a necessity for enhancing the aspect of imparting knowledge of reading for meaning to learners. Conclusion: Teachers were knowledgeable in demonstrating diverse skills in the teaching of reading for meaning. Contribution: This study generates specific strategies for teachers to exhibit their PCK in developing and improving reading for meaning.

Abstractor: As Provided

المؤلفون: Roy Venketsamy (ORCID 0000-0002-3594-527X), Zjing Hu (ORCID 0000-0002-9752-4163)

المصدر: Reading & Writing: Journal of the Literacy Association of South Africa. 2024 15(1).

Peer Reviewed: Y

Page Count: 9

Descriptors: English (Second Language), Second Language Instruction, Second Language Learning, Change Agents, Educational Change, Foreign Countries, Curriculum Implementation, Teacher Role, Teacher Attitudes, Language of Instruction, Grade 3, Elementary School Teachers, Case Studies, Literacy Education, Faculty Development, Teaching Methods, Creative Teaching, Instructional Innovation

مصطلحات جغرافية: South Africa

مستخلص: Background: Teachers are responsible for curriculum implementation and transformation. Therefore, they are viewed as the primary agents of change in teaching and learning. As agents of change, they are responsible for being innovative and creative in their teaching and learning in their English First Additional Language (EFAL) class. Objectives: The study aimed to explore South African teachers as agents of change in teaching EFAL in their Grade 3 classes. Method: This study adopted a qualitative research approach with an interpretivist paradigm. The researcher wanted to explore teachers' lived experience as agents of change in the Foundation Phase class. A case study design with purposive sampling was used. Results: The findings revealed that teachers understood their roles and responsibilities as change agents in their classrooms. They agreed they were responsible for implementing the curriculum to improve basic literacy skills among EFAL learners. Conclusion: The study found that teachers, as agents of change, needed support in continuous professional development to implement the curriculum. They also highlighted the need for help from their school management teams. Contribution: This study contributes to a deeper understanding of the role of the EFAL teacher. They are no longer mediators of learning but agents of change in teaching, learning and curriculum adaptation. Their roles go beyond imparting knowledge to learners. They are developers and mediators of critical thinking, decision-making, communication, use of technology and relationship-building skills.

Abstractor: As Provided

المؤلفون: Brian Holzman (ORCID 0000-0002-7610-4733), Camila Cigarroa Kennedy, Tori Thomas, Aimee Chin, Stephanie Potochnick, Kalena Cortes, Rice University, Houston Education Research Consortium (HERC)

المصدر: Houston Education Research Consortium. 2024.

Peer Reviewed: Y

Page Count: 16

Descriptors: Foreign Countries, Speech Skills, Immigrants, English Language Learners, English (Second Language), Outreach Programs, Disadvantaged Youth, Economically Disadvantaged, Enrollment Trends, Language Proficiency, Geographic Location, Busing, Educational Policy, Instructional Program Divisions, Middle School Students, Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, Student Characteristics, Student Recruitment

مصطلحات جغرافية: Africa, North America, Texas (Houston)

مستخلص: Newcomer programs aim to serve newly arrived immigrant students by providing specialized instruction and nonacademic support beyond what is offered in traditional English learner classrooms. In Houston ISD, Las Americas is a standalone program that serves newcomer students in grades 4-8. Given the growth of newly arrived immigrant students in the district, it is important to understand what characteristics predict whether students and families choose to enroll in a newcomer program. An analysis of 12 years of administrative data showed that economically disadvantaged students, students from sub-Saharan Africa and Central America, students with lower levels of oral English proficiency, and students who lived close to the school were most likely to enroll at Las Americas. Additionally, results suggest that the school's outreach and recruitment strategies were associated with enrollment. Finally, the implementation of the school's grade level expansion and school busing policy both had positive impacts on enrollment.

Abstractor: As Provided

المؤلفون: Nephawe, Farisani Thomas

المصدر: Journal of English Teaching. Jun 2023 9(2):151-164.

Peer Reviewed: Y

Page Count: 14

Descriptors: Form Classes (Languages), Time, Reliability, Grade 7, English (Second Language), Second Language Learning, Second Language Instruction, Thinking Skills, Decision Making, Pilot Projects, Measures (Individuals), Teaching Methods, Game Based Learning, Foreign Countries, Prior Learning

مصطلحات جغرافية: South Africa

مستخلص: Competence in the use of prepositions is versatile because they mark special relationships between persons, objects, and locations. However, using prepositions of time is challenging for many. The research investigated embodied pedagogical game approach in learning selected prepositions of time by Grade 7 English First Additional Language learners at Tshiluvhi Primary School in Limpopo Province, South Africa. The research employed a quantitative approach to analyse data mathematically and statistically. The embodied cognitive approach was utilised because it holds that identification of prepositions of time is a fundamentally based cognitive aspect involving high mental constructs like judgement and thinking. A questionnaire was utilised to obtain data from the participants. Probability random sampling was used to sample 35 participants because it gave them an equal chance of participation in the research. A pilot study was conducted on learners who were not part of the sample to test the instrument's reliability. A Statistical Package of Social Sciences Version 22 was employed for data analysis. Using embodied pedagogical game approach, pre-test results showed participants' poor competence while the post-test revealed an outstanding achievement in learning prepositions of time. The research recommends continuous use of the embodied pedagogical game approach in learning prepositions of time.

Abstractor: As Provided

المؤلفون: Emecen, Sevim (ORCID 0000-0001-6680-4421), Sariçoban, Gülay (ORCID 0000-0002-9309-8363)

المصدر: Shanlax International Journal of Education. Jun 2023 11(3):57-72.

Peer Reviewed: Y

Page Count: 16

Descriptors: English (Second Language), Second Language Instruction, Cultural Awareness, Global Approach, Grade 10, Textbooks, Textbook Content, Foreign Countries, Cultural Differences, Social Influences

مصطلحات جغرافية: Turkey, Asia, Europe, Africa, North America, Australia, Caribbean, New Zealand

مستخلص: As a result of globalization, technological advances, travelling facilities and internet, more communities from diverse cultures begin to interact and share their daily lives. Today, English is utilized for communication prevalently occurred in the encounters among the people whose native languages are not English. For this reason, main goal of instructing English is being competent enough in intercultural interactions. With the emergence of "globalization" paradigm and its effects on social, economic and ethical fields, the necessity of interaction between different cultures, the importance of mutual tolerance and respect becomes more essential in the progress of time. Being able to interact in English necessitates being able to appreciate different traditions, daily lives, values and beliefs. Common European Framework of Reference for Languages also emphasizes the necessity of teaching culture. Consequently, this research analyses the content and seeks to evaluate the presence of the culture oriented contexts and visuals related to Inner, Outer, and Expanding Circles regarding the sociocultural knowledge elements of CEFR in 10th grade Count Me In English course book. This study reveals that the course book employs most of the sociocultural knowledge elements of CEFR moreover it predominantly reflects the culture related contexts and images of Inner Circle and Expanding Circles regarding the sociocultural knowledge elements of CEFR. Especially, Sociocultural knowledge elements of CEFR related to source country Turkey and USA cover very large proportion of the course book. The analyzed course book involves a small percentage of the sociocultural knowledge elements of CEFR related to Outer Circle countries.

Abstractor: As Provided

المؤلفون: Estela Ene, Betsy Gilliland, Sarah Henderson Lee, Tanita Saenkhum, Lisya Seloni

المصدر: Multilingual Matters. 2024.

Peer Reviewed: N

Page Count: 296

Descriptors: Second Language Instruction, Second Language Learning, English (Second Language), Writing Instruction, Writing Teachers, Teacher Education, Faculty Development, Local Issues, Global Approach, Knowledge Base for Teaching, Foreign Countries

مصطلحات جغرافية: South America, Africa, Europe, Asia, Middle East

مستخلص: This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers' unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and it focuses on ways that specific contexts create unique opportunities and constraints on what developing teachers know and do in their work. The chapters prioritize local voices and materials to build a more inclusive and comprehensive picture of L2 writing globally, enabling the book as a whole to both document and further shape pedagogical approaches to L2 writing. Readers will be able to use the unique insights contained in this book in their own classrooms and professional development activities.

Abstractor: As Provided

URL الوصول: https://www.multilingual-matters.com/page/detail/?k=9781800415133

المؤلفون: Nephawe, Farisani Thomas

المصدر: Journal of English Teaching. Feb 2023 9(1):1-13.

Peer Reviewed: Y

Page Count: 13

Descriptors: Professionalism, Rural Areas, Universities, English (Second Language), Second Language Learning, Second Language Instruction, Phrase Structure, Language Fluency, Accuracy, Barriers, Intervention, Teaching Methods, Undergraduate Students, Language Proficiency, Language Usage, Language Tests, Academic Language, Verbs, Foreign Countries

مصطلحات جغرافية: South Africa

مستخلص: Professionalism in English phrases is an indispensable tool for the enhancement of fluency and accuracy in communication. However, English second language learners face redundancy challenges apropos an effective use of phrases. The research investigated strategic intervention for selected deviant English phrases at the University of Venda. A quantitative approach was adopted because data could be analysed mathematically and statistically. Using probability sampling, 35 Level Three English students registered in the 2022 academic year at this university were selected to participate in this research. Further, a convenience technique was employed to select the respondents who were readily approachable and had been studying English for more than twelve years. A pre-test study was conducted on the respondents who were not part of the target group to plan and modify the main research. After a treatment process was followed, the research revealed that respondents were incompetent in the use of English phrases. Nonetheless, post-test results established that respondents performed preternaturally after the utilisation of the 'language shadowing methods'. Frequent practice in the use of this technique, therefore, cannot be ignored if one wishes to improve not only the art of public oration but also the image of the person's academic literacy.

Abstractor: As Provided

المؤلفون: Goldschagg, Paul (ORCID 0000-0002-2941-0236), Bekker, Tanya (ORCID 0000-0002-6052-4186), Cockcroft, Kate (ORCID 0000-0002-6166-8050)

المصدر: South African Journal of Education. Feb 2023 43(1).

Peer Reviewed: Y

Page Count: 8

Descriptors: Acoustics, Learning Processes, Second Language Learning, Second Language Instruction, Native Language, Language Acquisition, English (Second Language), Language of Instruction, Grade 10, Grade 11, Grade 12, Multilingualism, Foreign Countries, Screening Tests, Behavior Problems, Questionnaires, Child Behavior, Females, Secondary School Students, Single Sex Schools, Interference (Language), Comparative Analysis, Barriers, Cognitive Ability, Language Processing, Classroom Environment

مصطلحات جغرافية: South Africa

Assessment and Survey Identifiers: Strengths and Difficulties Questionnaire

مستخلص: Noise, although ubiquitous, is seldom considered as a factor that may impede learning. In South Africa, most learners are multilingual and learn in English, which is their second language. Most noise studies have been conducted in the Global North, where the school context differs from the Global South. In this article, using questions selected from the Strengths and Difficulties Questionnaire, we present a quantitative evaluation of the perceptions of background noise on learning of a purposive sample of 154 Grade 10 to 12 female learners attending 2 all-girls schools, who were either learning through English as their second, or as their first language. The responses of first language and second language learners were compared using Mann-Whitney U tests with Hodges-Lehman estimates. Second language learners reported greater interference and annoyance from noise, compared to their first language peers. This may be due to the additional cognitive demands required when processing complex information in a second language. Given the high proportion of learners who are learning through a language that is not their mother tongue, we highlight the importance of a good acoustic environment to counteract the negative effects of the increased cognitive demand when processing information in a second language. Educators should consider ways to mitigate interference from noise and to improve the saliency of the acoustic signal in their classrooms.

Abstractor: As Provided