WRITING INSTRUCTION AND ASSESSMENT BELIEFS AND PRACTICES OF GRADE 6 ENGLISH FIRST ADDITIONAL LANGUAGE EDUCATORS: A CASE STUDY IN THE EDEN AND CENTRAL KAROO EDUCATION DISTRICT IN THE WESTERN CAPE, SOUTH AFRICA

Abstract

The aim of this study was to describe writing instruction and writing assessment beliefs and practices in Grade 6 English First Additional Language (EFAL), in the Intermediate Phase of the primary school, in the Eden and Karoo Education District of Western Cape, in South Africa. A purposive sample of 45 Grade 6 EFAL educators completed a 20-item questionnaire survey. Two of the teachers participated in classroom observations, semi-structured interviews, and document analysis, while a purposive sample of eight School Assessment Team members participated in semi-structured interviews. The findings suggested that, while there were differences between what the sample educators reported their beliefs and practices to be, the educators tried hard to practice according to the Curriculum and Assessment Policy as they believed in the potential of the policy for improving language teaching and learning outcomes. The respondents, however, also acknowledged such challenges as time allocation and educators’ workload as hindrances to desirable writing assessment and writing instruction practices. Among the conclusions reached in this study is that addressing assessment validity issues in EFAL teaching and learning be attended to through constant collaboration with school staff, the education districts and the Department of Basic Education so as to develop and improve quality and transparency in language assessment and instruction.