"Perceptions of isiZulu-speaking pre-service teachers’ classroom English proficiency"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Perceptions of isiZulu-speaking pre-service teachers’ classroom English proficiency |
| 2. | Creator | Author's name, affiliation, country | Jessica Kellerman; Department of Humanities Education, Faculty of Education, University of Pretoria, Pretoria, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Rinelle Evans; Department of Humanities Education, Faculty of Education, University of Pretoria, Pretoria, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Marien Alet Graham; Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, Pretoria, South Africa; South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | Classroom English; English proficiency; language of learning and teaching; medium of instruction; non-native English speaker; oral proficiency; pre-service teacher |
| 4. | Description | Abstract | Despite less than 10% of South Africans claiming English as their home language, it has become the de facto language of instruction. Yet we cannot assume that teachers have sufficient command of this language when using it for instructional purposes. As a sub-study, in this article we report on the oral proficiency of isiZulu-speaking pre-service teachers who use English when expounding content in rural schools. The conceptual framework draws primarily on research relating to instructional communication and Classroom English. For this mixed methods case study, using questionnaire data from 52 pre-service teachers and 18 tutors, we sought to establish the perceptions that respondents had of students’ oral proficiency while teaching in situ. Responses were statistically analysed using computing software. Unedited audio recordings of lessons presented in rural KwaZulu-Natal schools during pre-service teachers’ work-integrated learning stint provided oral data from which to gauge proficiency using a self-designed rubric. Findings correspond with those of previous studies, pointing to pre-service teachers’ oral proficiency being less than ideal for effectively facilitating learning. However, what is considered adequate proficiency and what is ideal is yet to be agreed upon. We recommend that interventions which address the development of oral proficiency required for classroom use be considered. Our pilot rubric may serve as a useful data-gathering tool in future research. https://doi.org/10.15700/saje.v41ns1a2156 ORCiD iDs of Authors: Jessica Kellerman - https://orcid.org/0000-0002-7030-6940 Rinelle Evans - https://orcid.org/0000-0003-3892-3479 Marien Alet Graham - https://orcid.org/0000-0003-4071-9864 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | This work is based on the research supported in part by the National Research Foundation of South Africa (Grant number: 119148). |
| 7. | Date | (YYYY-MM-DD) | 2021-12-03 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/2156 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Volume 41, Supplement 1, October 2021 |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |