| Summary: | Even though English is the second language of the majority of South African learners,
this language is still the preferred medium of instruction. The purpose of the study
was to analyse the present situation regarding the teaching of language skills in some
second language medium of instruction (L2MI) content classrooms and to determine
content teachers' willingness and ability to incorporate language teaching into their
content teaching. The study furthermore aimed to establish whether South African
content teachers require a specific training programme for teaching through medium
of English and to compile a profile of the effective L2MI teacher reflecting the
language, methodological and presentational skills that such a teacher uses. By
establishing the nature and level of the language proficiency required for effective
L2MI, this study proposes a model for a course for improving the language proficiency
of L2MI teacher-trainees and, finally, an integrated training course for L2MI teacher-trainees
based on the profile of an effective L2MI teacher. A description of the
implemented course, together with a review by both the students and the instructor, is
also provided.
A survey of the relevant literature, as well as qualitative and quantitative research
methods, was used in this study that consists of 4 articles. Different research methods
and instruments were used in each of the articles.
Article 1 supplies an analysis of the L2MI situation in some subject content
classrooms in South Africa and Namibia. The article shows that, despite
acknowledging responsibility for teaching language skills, the majority of these
teachers failed to perform language-teaching duties in the content classroom. The
reasons for these teachers' inability are ascribed to a number of reasons, including a
lack of appropriate training programmes for L2MI teachers.
Article 2 supplies answers to the question relating to the characteristics of the L2MI
teacher. The research conducted in this article combines information from all the
relevant fields of English medium of instruction in order to introduce a profile of the
effective L2MI teacher. This profile allows teacher trainers and course designers to
develop training programmes that will deliver a supply of teachers meeting the target
of the ideal teacher.
v
Article 3 focuses on the competences necessary for effective communication through
medium of Classroom English, the related knowledge and skills, as well as the
situations and domains of communication (i.e. teaching activities). A hybrid model for
course design, developed from a combination of the Outcomes-Based and Backward
Design models for course design, is used to provide an outline for a language
development course for teachers who are second language speakers of English.
Article 4 describes a training course for L2MI subject content teacher-trainees that will
enable the trainee to develop knowledge and skills in all the aspects required for
effective L2MI. The integrated L2MI course suggested for teacher training in Article 4
is based on the model for course design proposed in Article 3. It uses the information
from previous articles relating to the profile of the effective L2MI teacher, and the
nature of the language proficiency required by the teacher who is a second language
teacher of English to propose Critical and Learning Outcomes, Evidence of
Performance, and Assessment Standards. This article then describes the
implementation and review of the integrated course. The outline of the course, the
example of the Instructional Plan used for this course, as well as the exemplary
lesson plan provided, can enable future course designers to adapt and develop
similar courses, streamlined for the specific needs of their students. A checklist for
planning an L2MI lesson and an observation sheet for effective L2MI developed for
this course provides students with a strategy, or tool, for taking cognisance of, and
giving consideration to, the required skills and strategies when planning a subject
content lesson. === Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2006.
|
|---|
