Teachers' perceptions about language practices and choices in schools in Mpumalanga, South Africa for learners with severe intellectual disability

• Main Author: Van Wyk, Renera Elsabé
• Other Authors: Tonsing, Kerstin Monika
• Language: en
• Published: University of Pretoria 2020
• Subjects: UCTD; Language teaching; Special needs education
• Online Access: http://hdl.handle.net/2263/76358; Van Wyk, RE 2020, Teachers' perceptions about language practices and choices in schools in Mpumalanga, South Africa for learners with severe intellectual disability, MA (AAC) Mini Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/76358>

Supporting learners with a severe intellectual disability (SID) who come from diverse language backgrounds presents teachers with complex choices and decisions regarding the language(s) they use in their classrooms. Understanding teachers' perceptions in this matter can assist all role players, such as administrators and policy makers as well as auxiliary support personnel such as speech-language therapists, to support teachers in their decisions and practices. This study aimed to investigate the perceptions of foundation phase teachers in schools for learners with SID, that have high linguistic diversity, about their language practices and choices. Specifically, the study aimed to: (i) describe the language(s) teachers use with the learners in their classrooms; (ii) to describe the factors that teachers take into account when deciding on which language(s) to use with their learners; and (iii) to explore teachers' beliefs and feelings about language practices and choices for learners with SID in their classes. === Mini Dissertation (MA AAC)--University of Pretoria, 2020. === Centre for Augmentative and Alternative Communication (CAAC) === MA (AAC) === Unrestricted