Abstract
Background: This article investigated the potential of Grade 3 English Second Language (ESL) teachers’ vocabulary development practices to equip learners in English-deprived environments with English vocabulary requisite for transition to Grade 4 where English is the Language of Learning and Teaching and where learning to read gives way to reading to learn. Aim: This study sought to document and interrogate incidental and explicit Grade 3 ESL teachers’ vocabulary development practices vis-a-vis learners’ vocabulary needs. Setting: Three classrooms from one township and two diverse rural schools in three different districts of the Eastern Cape province of South Africa were observed. Methods: The case study sourced qualitative data through video and field notes recorded in classroom observations in 10 English First Additional Language classes for each teacher. Quantitative data on teacher talk vocabulary exposure and recycling were generated using the AntConc 3.2.4 software. Results: The study found that the incidental vocabulary development was compromised by low English language exposure occasioned by teachers’ frequent recourse to the Home Language, little word recycling in classroom talk and lack of rich contexts in which words were encountered. Explicit vocabulary instructional practices mostly drew learners’ attention to novel words and had a narrow range of strategies dealing with word meanings. Conclusion: In view of the manifest lack of a robust vocabulary development programme among ESL teachers, the study recommends planned and deliberate attention to vocabulary development on the teachers’ part and a reconsideration of the learners’ vocabulary needs and learner meaningful engagement in vocabulary development.
Highlights
In South Africa, learners’ Home Language (HL) is the Language of Learning and Teaching (LoLT) in the Foundation Phase (FP) covering Grades R–3
The LoLT for 80% of the South African learners (Howie et al 2008:8) shifts from an African language to English as First Additional Language (FAL) the moment the learners get to Grade 4, the beginning grade for the Intermediate Phase (IP) covering Grades 4–6
The shift in reading foci is largely credited with what has been designated as the ‘fourth grade slump’, denoting a ‘...sudden drop-off between third and fourth grade in the reading scores...’ (Hirsch 2003:10), a global trend that is as characteristic among HL speakers as it is among FAL learners
Summary
In South Africa, learners’ Home Language (HL) is the Language of Learning and Teaching (LoLT) in the Foundation Phase (FP) covering Grades R–3. The LoLT for 80% of the South African learners (Howie et al 2008:8) shifts from an African language to English as First Additional Language (FAL) the moment the learners get to Grade 4, the beginning grade for the Intermediate Phase (IP) covering Grades 4–6. Wright (2012:353) posits that, ‘[B]y fourth grade, students with limited vocabulary knowledge are likely to slump in reading comprehension’ This implies the need for learners to develop sufficient vocabulary repertoire in the FP in preparation for the vocabulary demands of Grade 4 occasioned by the two transitions. This article investigated the potential of Grade 3 English Second Language (ESL) teachers’ vocabulary development practices to equip learners in English-deprived environments with English vocabulary requisite for transition to Grade 4 where English is the Language of Learning and Teaching and where learning to read gives way to reading to learn
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