Impugnación de laudos transcurridos los plazos del 41.4 LA

The question focussed on the daily support in the Grade Four class for cognitively gifted ESL underachievers so as to ensure the support of both exceptionalities.

According to the literature study in Chapter 4, the teacher must adapt the curriculum and in this way ensure a balance between developing foundation skills and enhancing learning that is beyond the expected curriculum (Kokot 2005: 480).

As discussed under 6.3.4.4, the teachers indicated that they seldom get time to do enrichment activities for their cognitively gifted learners as their time is consumed by the learners who need support with foundation skills. When the question was expanded to focus on the support for cognitively gifted ESL underachievers, very little was added by the participating teachers. Although they all agreed that these learners are present in their classes, no one had specific support strategies that would support both the exceptionalities of ESL learning as well as cognitive giftedness. Amy mentioned their school’s annual Speech Festival and how learners who cannot write well would have the opportunity to recite their poems and show their giftedness in that regard. This is, however, an extracurricular activity and is therefore not in the domain of classroom support.

Taking an overview of the teachers’ responses, it is now clear that underachieving Grade Four learners with the double exceptionalities of ESL learning and cognitive giftedness do not receive specific support for both these exceptionalities. The teachers are all dedicated and willing to help any learner. This position is summarised in the following quotes from three of the participating teachers:

• Parvati: “ ... you know I don’t think that we give them the individual attention that they deserve. But the potential is there. Definitely it is”.

• Thandi: “ ... if I as a teacher had the chance to help in a smaller class, problems like these wouldn’t happen; it wouldn’t happen.”

• Yasmeen: “The moment you can find the time, of course I will. Anytime. Anytime.”

There is quite a stereotyped view of what cognitive giftedness looks like and it is therefore often not recognised and enhanced in the learner with the double exceptionality of cognitive giftedness and ESL learning. The cognitively gifted ESL learner might therefore receive support for the barrier, which is ESL learning, while the giftedness is overlooked. These twice exceptional learners deserve a cognitively challenging curriculum while their learning difficulties are supported. If not, they might become frustrated and ill behaved and their potential might never be

recognised. Focussed support for both exceptionalities is therefore required and teachers should ensure that both barriers are addressed.

6.4 Conclusion

The main focus of this study is to determine how Grade Four teachers fulfil their supportive role when addressing barriers to learning as experienced by the cognitively gifted ESL underachiever. The qualitative data analysis and following interpretations reveal clearly that the participating teachers all address barriers to learning. These barriers are mainly the basic skills required to function adequately in Grade Four.

The researcher presented a synopsis of the research done through conducting semi- structured interviews with Grade Four teachers. It became evident that the teachers are concerned about the impact of ESL learning and how ESL learning can result in underachievement. Teachers indicated that they are aware of cognitively gifted learners in their classes and they all attempt to provide enrichment activities for these learners. They commented, however, on the lack of time and opportunity to provide support strategies for the cognitively gifted ESL underachiever that would address both exceptionalities as barriers to optimal learning.

In the following chapter the findings of the research is summarised. The chapter will focus on the conclusions and recommendations drawn from this research. The possibility of the improvement of teaching practice and further research in this field will be discussed.

Chapter 7

7SUMMARY, RECOMMENDATIONS AND LIMITATIONS

Listen to the MUSTN’TS child, Listen to the DON’TS

Listen to the SHOULDN’TS The IMPOSSIBLES, the WONT’S Listen to the NEVER HAVES Then listen close to me – Anything can happen child, ANYTHING can be.

Shel Silverstein (1974: shelsilversteinpoems.wordpress.com)

7.1 Introduction

Chapter 6 presented, analysed and interpreted the data. Chapter 7 now summarises the findings of the literature study and the empirical research. It then concludes the study and discusses its conclusions with reference to the research question and the subsequent findings. This chapter also notes the limitations of the study and makes recommendations for the improvement of teaching practice as well as for further study.

The background of the study focusses on inclusive education and its emphasis on personalised, quality education for all learners. Within this inclusive environment the concepts of ESL learning in a South African context and underachievement of cognitively gifted learners due to the aforementioned ESL learning were discussed. The researcher has undertaken, with this study, to determine how Grade Four teachers fulfil their supportive role when addressing barriers to learning as experienced by the cognitively gifted ESL underachiever.

The qualitative research was constructivist in nature and it explored Grade Four teachers’ supportive role.

7.2 Summary of the literature study and the research findings