A socially inclusive teaching strategy: A liberating pedagogy for responding to English literacy problems

Ml Malebese

doi:10.15700/saje.v39n1a1514

Abstract

Socially inclusive strategies encourage empowering, progressive and sustainable responses to social challenges and needs. These strategies are made possible through inclusion and equitable consideration of diverse contributions of those affected by the problems, and who feel obliged to find solutions to the problems. In this paper, the principles of a free attitude interview technique as well as the critical discourse analysis are used to generate and analyse data. A participatory action research-oriented, socially inclusive teaching strategy was followed that is underpinned by critical emancipatory research principles. The study found that the listening and speaking skills of English first additional language learners improved significantly. This paper demonstrates how a socially inclusive teaching strategy can contribute to strengthening the teaching of listening and speaking skills in English first additional language, to Grade Four learners at a public farm school. Learners’ inability to listen attentively and speak fluently requires the application of an adequately responsive teaching strategy that focuses on improving learners’ listening and speaking skills in early stages of learning. The purpose of implementing the strategy is to contribute towards improving learners’ listening and speaking capabilities. This will in turn improve learners’ chances of doing well in other subjects. Keywords: English first additional language; listening and speaking skills; socially inclusive teaching strategy; teaching and learning

Highlights

In the Republic of South Africa, English as a first additional language (EFAL) is introduced in the intermediate phase in Grade Four, from whence it serves as the language of learning and teaching
As from the beginning of intermediate phase, which in this case is a Grade Four class, learners are expected to demonstrate knowledge and understanding of EFAL, both as a school subject and as a language of communication. This is exacerbated by the emergence and rapid growth of socio-economic practices that shifted towards inclusivity, systemic thinking, and sustainability (Sterling, 2001:1)
We identified words that we often pronounced the same as second language users, and those that may carry different meanings that is the same word with different meanings in different contexts

Summary

Introduction

In the Republic of South Africa, English as a first additional language (EFAL) is introduced in the intermediate phase in Grade Four, from whence it serves as the language of learning and teaching. As from the beginning of intermediate phase, which in this case is a Grade Four class, learners are expected to demonstrate knowledge and understanding of EFAL, both as a school subject and as a language of communication. This is exacerbated by the emergence and rapid growth of socio-economic practices that shifted towards inclusivity, systemic thinking, and sustainability (Sterling, 2001:1). Common language serves to unify those involved in such arrangements; learning of the much-desired common language comes at a cost

Methods

Results

Conclusion