• Inclusive education with reference to the Grade Four learner in an inclusive setting
• Second language acquisition and learning with reference to the South African context
• Cognitive giftedness and underachievement
Each of these was discussed in relation to the research question. This was done in order to focus the research and consult a body of scholarly knowledge so as to gain an in-depth understanding.
7.2.2 Inclusive education with reference to the Grade Four learner in an inclusive setting
The section on inclusion dealt with the dimensions of inclusion as it follows a philosophical and social paradigm. The constitutional principles of rights and equality allow for the participation of all learners in education. Implied in this participation process is the identification and addressing of barriers to learning so that each learner receives quality education. One of the provisions of inclusive education is an adapted curriculum, in other words, it speaks to the right of every learner to receive individualised education that would meet each learner’s needs.
The reference to barriers to learning and development qualify that these barriers might be located within the learner, the school, the educational system or the broader social, economic and political content. Teachers, as the managers of the inclusive classroom, are responsible for providing the needed support that will ensure quality education for all learners. For inclusion to function properly the classroom teacher must make the curriculum accessible to all learners.
The Grade Four teacher fulfils a specific role when considering the academic demands and transitional nature of Grade Four. The Grade Four learner displays certain characteristics typical of the nine to ten year old which the Grade Four teacher should also be sensitive to. The teachers have their own realities to deal with. Education transformation and continuous recurriculation, among other stressors, have as a result that teachers’ professional morale is often low. Just opening the doors of a school to all learners does not guarantee inclusive practices. Teachers need to establish valuable support systems in the classroom.
7.2.3 Second language acquisition and learning with reference to the South African context
Certain theories on second language acquisition and learning provide the foundation for trying to understand second language learning. Various models are discussed, with reference to both the acquisition of English and the learning in English as a second language. Many learners do not have the luxury to acquire English as a second language along normal acquisition routes. They are expected to produce academically demanding assignments before completely understanding English. Even though these learners might achieve conversational English proficiency, they often struggle with English academic proficiency. The ESL learner is simultaneously learning ‘about’ language while learning ‘in’ it and ‘through’ it.
The fluency in English which is required to ensure that a cognitively gifted ESL learner fulfils her potential might often be a problem in the South African context of second language learning. Although mother tongue schooling is regarded as beneficial, when observing the South African environment, it is obvious that many parents and their children favour English as the LoLT. There is an admiration for English and it is perceived as superior to other languages as it carries the concepts of academic, political and scientific achievement.
Schools have to accommodate all learning needs, including all linguistic barriers. This will allow for the potential of all learners in the inclusive classroom to be reached.
7.2.4 Cognitive giftedness and underachieving
Numerous definitions exist in an attempt to define cognitive giftedness. A typical description notes that cognitively gifted learners behave beyond the accepted behaviours of their chronological age. The characteristics found in cognitively gifted learners are not necessarily unique but the precocity and amalgamation of these elements differentiate them.
The overarching concern, which this study addresses, focusses on how these learners are supported in an inclusive environment. Where cognitively gifted learners are expected to learn in English as a second language they might underachieve. Underachievement refers to learners who work below their potential. Many
cognitively gifted learners may never excel at school due to their limited proficiency in the LoLT. These twice exceptional learners are often overlooked as needing support, as the co-occurrence of cognitive giftedness and a learning difficulty like ESL learning cancel each other out.
Classroom teachers are responsible for daily classroom support and strategies. When a cognitively gifted learner’s English second language learning masks her cognitive giftedness, both areas deserve teacher support and attention.
7.2.5 Research design
To answer the specific research question, the research was designed qualitatively to allow for individual interviews with purposefully chosen participants. These interviews were then transcribed, coded and interpreted. As knowledge is socially constructed, the teachers’ role of constructing a more meaningful reality for the cognitively gifted Grade Four ESL underachiever by providing support was examined. The research approach was to seek clarification and insight. This was deemed significant, as this particular research problem has not been explored from the angle of the combination of cognitive giftedness, ESL learning and underachievement as well as teachers’ handling thereof.
The research interview perceives the participants’ perspectives and contributions as important. Predetermined questions were devised so that the participating teachers each responded to a similar set of questions but the interviewing process was still allowed to be flexible. Data were thus collected, transcribed and analysed.
Throughout all stages of the planning and data collection, the ethical guidelines of confidentiality, anonymity and respect for educational research were adhered to.