Second Additional Language Research Articles

Professional development in fostering self-directed learning in German Second Additional Language teachers

Teaching is a value-laden profession, and certain demands regarding lifelong learning are put on teachers worldwide. Requirements for entry-level qualifications and professional development of South African teachers are stipulated in the National Qualifications Framework Act (67/2008): Revised policy on the minimum requirements for teacher education qualifications (DHET, 2015) and the CPTD Management System Handbook of the South African Council for Educators (SACE, 2013). However, teachers in general, and German Second Additional Language (SAL) teachers in particular, struggle to meet these requirements. In line with international teacher development tendencies, this article recommends for a shift in teacher professional development programmes towards a more participant-centred approach. Theories of self-directed learning (SDL) are considered, and it is recommended that teacher professional development programmes focus on fostering the characteristics of SDL in South African teachers (especially German SAL teachers), which would enable these teachers to be active participants in their learning. The article strives to motivate the need for a professional development programme fostering SDL to support the existing developmental shortcomings. Recommendations are made on how SDL can be sensibly fostered in teacher professional development programmes in order to enable teachers to become self-directed learners. Practical recommendations are also made on how teachers can be empowered to become self-directed learners.

South African Grade 5 non-native learners learning Mandarin as a second additional language with a focus on Chinese characters

The South African Department of Basic Education (DBE) listed Mandarin as a second additional language (SAL) (Grades 4–9) in the National Curriculum Statement Grades R to 12 in 2015. We identified a gap in current research regarding the learning of Chinese characters by non-native learners of Mandarin as an SAL. The great number of characters, their complexity and the absence of grapheme–phoneme correspondences put a huge strain on learners’ memory. Rote learning and repetitive exercises lead to boredom and lack of motivation to learn Mandarin. A qualitative research design (case study) was employed in this study. Individual and focus group interviews, questionnaires, classroom observation and a Chinese characters exercise for researchers were used as data collection tools. The data were analysed manually using an inductive process and organised according to categories, themes and conclusions. The study highlights how South African Grade 5 learners learning Mandarin as a SAL learn the Chinese characters and the challenges they encounter. We consider the educational implications for learning Chinese characters and offer recommendations.