This dissertation investigated the following problems:
1. What are the language barriers that ESL learners display in this Grade Four classroom?
2. What are the key areas in the language curriculum that are a challenge for these ESL learners?
92
3. What methods can educators employ to assist ESL learners in developing CALP?
The answers to the above research problems were identified as follows:
1. This study illustrated that language barriers were apparent in all areas of language.
2. The investigation also revealed that these ESL learners experienced difficulties in the levels of language namely phonics, morphology, syntax, semantics and pragmatics.
3. The methods that educators can employ are: peer support; various reading strategies; curriculum differentiation; diverse teaching methodologies; and diverse curriculum-based assessment methods which will assist the ESL learners in developing CALP.
In this chapter it was further revealed that the following aspects require more attention:
Parental involvement.
The workshops pertaining to curriculum development should focus on the needs of individual learners and should consider that English is a second language to some learners; hence curriculum content should be simplified. The CALP is not yet developed in ESL learners.
6.7. CHAPTER SUMMARY
This study set out to examine various support strategies that should be given to ESL learners who lack CALP. The literature that was discussed in Chapter Two paved the way for different theorists’ views on learning. The focal point of discussion was on early childhood development and an in-depth discussion of BICS and CALP, which were important concepts to heed the development of literacy. The research design probed the quality and understanding of the learners’ work and further highlighted interesting discussions. Given the findings in Chapter Four, the learners experienced great difficulties in the five forms of language. Chapter Five allowed for the raw data to be categorised into themes and categories. Various themes emerged from the raw data. The final chapter
93
allowed the researcher to conclude the study and provide recommendations for both parents and educators to answer the research question.
The educator’s influence on the impact of these ESL learners could provide a turning point in their literacy levels. This could be achieved if there is both a collective effort on the part of the educator and ESL learner to envisage success. Educators should not lose hope and courage and endeavour to explore the full potential of the ESLs. The task of the educator is to build the self-confidence, the self-image and self-actualisation in the ESLs.
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103 List of Appendices
Appendix A:
GDE approval letter 104
Letter of ethics 105
Consent form 106
Acknowledgement of language editing 107 Appendix B:
Samples of learner’s documents 108
Appendix C:
Interview transcripts of learners and
educators and field notes from observations
115
Appendix D:
Blooms taxonomy 119
Revised Blooms Taxonomy 120
104
105
106
Appendix A
107
ACKNOWLEDGMENT OF LANGUAGE EDITING
Date: Monday, 29 October 2012
This is to certify that Language Editing has been carried out on the following
Master’s Dissertation:
EXPLORING SUPPORT STRATEGIES FOR ASSISSTING GRADE FOUR ENGLISH SECOND LANGUAGE LEARNERS IN DEVELOPING COGNITIVE
ACADEMIC LANGUAGE PROFICIENCY
by
Hawabibi Ahmed Docrat
Language Editing was carried out to appropriate academic standards, including syntax, grammar and style.
Andrew Graham (BA, MA dist., PhD, University of Keele, UK)*
011 475 6724
073 469 5014
[email protected]
108
Appendix B
Worksheet 1A
109 Appendix B
Worksheet 3B 1-4-02-
110
Appendix B Worksheet 7A 25-01-2011
111
Appendix B
Assessment 8C
112
Appendix B
Assessment 8C
113 Appendix B Worksheet 13B
114 Appendix B
115
116
117
118
119
Appendix D
120
Appendix D
121