Strategies Used by UNISA Student Teachers in Teaching English First Additional Language

Margaret Malewaneng Maja,Masilonyana Motseke

doi:10.5772/intechopen.99662

Abstract

The teaching of English to non-English speakers in historically disadvantaged areas of South Africa is a difficult task for student teachers. This study was conducted in the township schools at Ekurhuleni North District, in the Gauteng province of South Africa. The purpose of the study was to determine the extent to which students at the University of South Africa (UNISA) used interactive teaching strategies in the teaching of English as a First Additional Language (EFAL). The study also intended to highlight the support provided by UNISA lecturers to these student teachers. The study was grounded in interpretivism with self-determination theory (SDT) informing it. The study was a qualitative descriptive case study with document analysis, observations and semi-structured interviews utilised to collect data. Purposive sampling assisted in selecting six student teachers, of which three were male and three were female. The student teachers were studying in their 3rd and 4th years of the Bachelor of Education degree (B.Ed.), specialising in English. Data collected were categorised into codes and themes. The findings reveal that student teachers only used pictures, charts and flashcards as interactive teaching strategies in teaching EFAL. It was concluded that student teachers were not well-prepared in the use of interactive teaching strategies in the teaching of EFAL and were not adequately supported by the university. It is recommended that UNISA lecturers should regularly visit student teachers during their teaching practice offering support, motivation and advice.

Highlights

IntroductionThe use of English as a language of business and communication in many countries has dramatically increased the importance of English in the world
This is because the learning or acquisition of English as a second language, is characterised by a number of factors, such as the environment in which it is learnt, the teaching methods employed, and the resources available to enhance its Higher Education - New Approaches to Globalization, Digitalization, and Accreditation teaching and learning [4–6] assert that as traditional teaching methods are used in the teaching of English First Additional Language (EFAL), communicative skills are not being adequately developed in the classroom
The study focused on the extent to which student teachers managed to use interactive teaching strategies in the teaching of EFAL

Summary

Introduction

The use of English as a language of business and communication in many countries has dramatically increased the importance of English in the world. Studies have shown that the teaching of English to non-English speakers is a complex task for student teachers [2, 3]. This is because the learning or acquisition of English as a second language, is characterised by a number of factors, such as the environment in which it is learnt, the teaching methods employed, and the resources available to enhance its Higher Education - New Approaches to Globalization, Digitalization, and Accreditation teaching and learning [4–6] assert that as traditional teaching methods are used in the teaching of English First Additional Language (EFAL), communicative skills are not being adequately developed in the classroom. [7] believe that student teachers need to have effective interactive teaching strategies in order for learners to acquire the target language

Objectives

Methods

Findings

Discussion

Conclusion