THE IMPACT OF ENGLISH SECOND LANGUAGE PROFICIENCY ON THE ACADEMIC PERFORMANCE OF EDUCATOR TRAINEES IN THE FACULTY OF HEALTH AND

SOCIAL SCIENCES AT TECHNIKON NORTHERN GAUTENG

by

MAPHETOGO MAKGALEMELE

submitted in partial fulfilment of the requirements for the degree

MAGISTER TECHNOLOGIAE: EDUCATION

in the Department of Postgraduate Studies in Education FACULTY OF EDUCATION TSHWANE UNIVERSITY OF TECHNOLOGY

Supervisor: Prof L Calitz Co-Supervisor: Mrs M Komane-Phala

July 2005

ii DECLARATION

I, Maphetogo Makgalemele declare that this mini-dissertation is my original work, in submission for the Magister Technologiae: sources used are acknowledged. Educational Management. The

Copyright Tshwane University of Technology

iii PREFACE DO NOT BE ANXIOUS ABOUT ANYTHING, BUT IN EVERYTHING, BY PRAYER AND PETITION, WITH THANKSGIVING, PRESENT YOUR REQUESTS TO GOD. AND THE PEACE OF GOD, WHICH TRANSCENDS ALL

UNDERSTANDING, WILL GUARD YOUR HEARTS AND YOUR MINDS IN CHIRST JESUS. PHIL 4:6,7.

iv ACKNOWLEDGEMENTS

Sincere gratitude and appreciation to the following, with regard to their efforts for providing me with guidance, inspiration, direction and management, all of which capacitated me to fulfil the requirements for the degree, Magister Technologiae in Education.

The God Almighty for His love and unending revelations. My supervisor Prof Calitz for his guidance. My co-supervisor Mrs M Phala for her patience and encouragement. Mrs C Nkuna, Ms L Kgatitsoe, Mrs S Maake and Mrs R Michau for assisting with typing.

Mrs Ismail-Allie for language editing. Dr Nkoe for his encouragement and academic guidance. My kids Paul, Tshepiso, Matoane, Mmabatho and Tshegofatso for supporting and believing in me.

My Mom, Barr, brothers and sisters for motivating me. My late father for moving heaven and earth so I could be a better person.

v ABSTRACT

This research provides an in-depth study into ESL proficiency of the educator trainees. Importantly it again exposes the relationship between ESL proficiency and academic performance of educator trainees. The aim of the research is to explore the relationship between ESL proficiency and the academic performance of the educator trainees and expose the academic implications thereof.

The literature review revealed the relationship between ESL proficiency against mother tongue proficiency. Then relate the abovementioned proficiencies to

academic performance. Mathematically the relationship was found to be positive.

The study was quantitative.

The literature survey, case study, participant

observation and a questionnaire were administered as research methods.

Data analysis yielded six categories viz, communication at home, schooling career, technikon communication, classroom communication, technikon study material and social use of ESL. The abovementioned categories are used as classification for ESL proficiency both at home and at the technikon.

Important findings were discussed at length and thereafter, conclusions and recommendation were deduced. Thus the research was concluded with a call for further research.

vi LIST OF TABLES PAGE TABLE 1.1 TABLE 2.1 Research steps Senior and intermediate phases learning areas with their allocated time as percentages The foundation phases learning areas allocated time in percentages Questionnaires distributed Communication at home Schooling career Technikon communication Technikon lecturers Technikon study materials Social use of ESL Research steps 8

20

TABLE 2.2

22 48 49 51 53 55 57 59 70

TABLE 3.1 TABLE 3.2 TABLE 3.3 TABLE 3.4 TABLE 3.5 TABLE 3.6 TABLE 3.7 TABLE 5.1

vii LIST OF ACRONYMS ESL N SOTHO OBE RNCS TNG : English Second Language : Northern Sotho : Outcomes Based Education : Revised National Curriculum Statement : Technikon Northern Gauteng

viii CONTENTS PAGE DECLARATION PREFACE ACKNOWLEDGEMENTS ABSTRACT LIST OF TABLES LIST OF ACRONYMS CHAPTER 1 1 OVERVIEW OF THE RESEARCH 1.1 BACKGROUND OF THE STUDY 1.1.1 Programmes offered at Technikon Northern Gauteng 1.1.2 General policy on Technikon programmes 1.2 PROBLEM STATEMENT 1.3 RESEARCH AIMS 1.3.1 Research aim 1.3.2 Research objectives 1.3.3 Assumptions 1.4 RESEARCH METHODOLOGY 1.4.1 Literature survey 1.4.2 Case study 1.4.3 Participant observation 1.4.4 Population 1.4.5 Sample size and sampling 1.4.6 Data collection 1.5 ELUCIDATION OF CONCEPTS 1.5.1 English second language 1.5.2 Impact 1.5.3 Proficiency in English 1.6 RESEARCH PROGRAMME CHAPTER 2 2 LITERATURE REVIEW ON ENGLISH SECOND LANGUAGE 2.1 INTRODUCTION 2.2 THE HISTORICAL PERSPECTIVE OF ENGLISH SECOND LANGUAGE 2.3 ENGLISH SECOND LANGUAGE TEACHING IN SCHOOLS 2.4 TIME ALLOCATED FOR TEACHING ESL IN SOUTH AFRICAN SCHOOLS 2.5 ENGLISH LANGUAGE POLICY IN MULTICULTURAL CLASSROOMS 2.6 SUPPORT PROGRAMMES FOR ESL STUDENTS 2.7 ESL LANGUAGE TEACHING AND LEARNING EFFECTIVENESS INFLUENCED BY THE EDUCATORS AND LEARNERS EFFECTIVENESS ii iii iv v vi vii

1 1 1 2 2 3 3 3 3 4 4 5 5 5 6 6 6 6 7 7 8

11 11 13 15 19 23 27

29

ix PAGE 2.8 MODELS OF TEACHING ESL IN MULTICULTURAL CLASSES 2.8.1 The Immersion Model 2.8.2 The Processing Model 2.8.3 The Multi-component Model 2.8.4 The Maintenance Model 2.8.5 The Plural Multilingual Model 2.8.6 The Deep-end Model 2.8.7 The Competence/Control Model 2.8.8 The South African Dual Language School Model 2.8.9 The Universal Grammar Model 2.8.10 The Communicative Approach 2.9 PROFICIENCY IN THE TEACHING AND LEARNING OF ESL IN SCHOOLS AND AT TERTIARY LEVEL 2.10 CONCLUSION CHAPTER 3 3 EMPIRICAL INVESTIGATION WITH SPECIAL REFERENCE TO THE RELATIONSHIP BETWEEN ESL PROFICIENCY AND THE ACADEMIC PERFORMANCE OF EDUCATOR TRAINEES 3.1 INTRODUCTION 3.2 AIMS AND OBJECTIVES 3.3 RESEARCH METHODOLOGY 3.4 PILOT STUDY 3.5 RESEARCH INSTRUMENT 3.6 FEEDBACK FROM RESPONDENTS 3.7 CONCLUSION CHAPTER 4 4 GUIDELINES TO SUPPORT THE RELATIONSHIP BETWEEN ESL PROFICIENCY AND ACADEMIC PERFORMANCE OF EDUCATOR TRAINEES 4.1 INTRODUCITON 4.2 MOST IMPORTANT FINDINGS FROM THE LITERATURE SURVEY 4.3 MOST IMPORTANT FINDINGS FROM THE EMPIRICAL INVESTIGATION 4.3.1 Communication at home 4.3.2 Schooling career 4.3.3 Technikon communication 4.3.4 Technikon lecturer 4.3.5 Technikon study material 4.3.6 Social use of ESL

31 31 32 32 32 33 33 33 34 34 36 39 40

42 42 43 43 46 46 48 60

62 62 62 64 64 64 65 65 65 66

x PAGE 4.4 4.4.1 4.4.2 4.4.3 4.4.4 4.4.5 4.5 GUIDELINES FOR THE IMPLEMENTATION OF ESL PROFICIENCY AT TECHNIKON NORTHERN GAUTENG Interviews Entrance tests Support programme Extra ESL classes Language policy CONCLUSION

66 66 66 67 67 67 68

CHAPTER 5 5 OVERVIEW OF THE RESEARCH, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS 5.1 OVERVIEW 5.2 ATTAINMENT OF GOAL AND OBJECTIVES 5.3 SOLVING THE RESEARCH PROBLEM 5.4 FINDINGS AND CONCLUSION 5.4.1 ESL communication at home 5.4.2 Schooling career and ESL 5.4.3 Technikon communication in ESL 5.4.4 Technikon lecturers 5.4.5 Technikon study material 5.4.6 Social use of ESL 5.5 MOTIVATED RECOMMENDATIONS FURTHER RESEARCH CONCLUSTION BIBLIOGRAPHY ANNEXURE A: INTERVIEW SCHEDULE ANNEXURE B: LANGUAGE EDITING LETTER

69 69 73 74 75 75 76 76 77 77 78 78 82 83 84

CHAPTER 1

OVERVIEW OF THE RESEARCH

1.1 BACKGROUND OF THE STUDY

The Department of Education decided to build the Technikon Northern Gauteng (TNG) in 1976. It (technikon) was to cater for the tertiary education of the

historically disadvantaged people and to involve them in solving an increasing human resource programme. Thus programmes in the Technikon would be of a practical and theoretical nature (Staff manual: TNG 2000:05). TNG was a standalone technikon before the merger of Technikon North West, Technikon Pretoria and TNG. The merged institution is Tshwane University of Technology.

1.1.1 Programmes offered at Technikon Northern Gauteng (TNG)

TNG was to offer programmes in the following academic categories, namely, Commerce, Economics and Management Sciences, Engineering and Health and Social Sciences. Students would be drawn from the African language background and the staff from the white languages (Afrikaans/English) background.

2 1.1.2 General policy on Technikon programmes

Programmes offered by TNG are in line with the National Minister of Educations general policy regarding Technikon programmes. stipulates the policy in full. The report 150(97101),

The core stipulation of the policy is that students who register at Technikons, including those at TNG, should enrol for programmes appearing in the report 150(97101). Syllabi should be drawn by Technikons, subject to policies dictated by the report, and programmes would be given uniform names e.g. Economics and Theory of Education.

The policy does not state the language of instruction nor does it include a language policy. In order to manage, develop and implement English Second Language as a language of instruction, TNG then adopted the National Department of Educations Language Policy, specific faculties and departments also adopted the Policy. (Language Policy and Plan for South Africa: 2000:14).

1.2 PROBLEM STATEMENT

The research problem that will guide this research can be formulated as follows:

What are the reasons for the continuous decline in the pass rate of educator trainees in the Faculty of Health and Social Sciences at TNG?

3 1.3 RESEARCH AIMS AND OBJECTIVES

1.3.1 Research aim

This study aims to investigate the relationship between the ESL proficiency and the academic performance of educator trainees.

1.3.2 Research objectives

The researcher will also strive to meet the following objectives:

To determine the ESL proficiency of the educator trainees at TNG. To investigate the language background of the educator trainees. To determine the relationship between ESL and the academic performance of the educator trainees.

1.3.3 Assumptions

The researcher assumes that ESL proficiency impacts on the academic performance of educator trainees. This implies that a lower ESL proficiency yields a mediocre academic performance and a higher ESL proficiency yields a high academic performance.

4 1.4 RESEARCH METHODOLOGY

The design will be a case study conducted at TNG in the Faculty of Health and Social Sciences. A case study is an empirical inquiry that investigate a

contemporary phenomenon within its real-life context, when boundaries between phenomenon and context are not clearly evident, and in which multiple sources of evidence are used. Thus, a case study was chosen to establish the language background of the educator trainees.

The following designs will be used to supplement the case study.

1.4.1 Literature Survey

For Tuckman (1978:38) reference to relevant studies helps to uncover the following:

Ideas about variables that have proven important and unimportant in a given field of study.

Meanings of and relationships between variables that interest the researcher and which he wishes to explore.

Hence, the researcher chose a literature survey so that the variables in this study can be explored. These variables are the ESL proficiency, academic

performance, educator trainees and the Faculty of Health and Social Sciences at TNG.

5 1.4.2 Case study

In a case study a unit is studied. Thus the unit in this case will be the educator trainees. A one-shot case study will be conducted.

1.4.3 Participant observation

Participant observation tends to be haphazard. observation will be made a scientific enquiry.

In this study participant

The scientific enquiry will be

specifically designated to answer a research problem, be systematically planned and executed, be properly controlled and provide a reliable and valid account of what happened. The researcher will be a non-participant observer. The

researcher can collect the data in the role of a pure researcher without becoming an integral part of the organisation system. (Sekaran, 2002:241).

1.4.4 Population

The population will be made up of educator trainees.

They will be currently

registered for the various education degrees and diplomas. All academic levels, i.e. one to three, will be considered.

1.4.5 Sample size and sampling

6 The sample size will be ninety educator trainees drawn from all academic levels, one to three, within the education departments at TNG.

1.4.6 Data collection

A structured questionnaire will be distributed to the educator trainees.

1.5 ELUCIDATION OF CONCEPTS

1.5.1 English second language (ESL)

ESL students are those whose primary language or language of the home, is other than English and who may therefore require additional services in order to develop their individual services within British Colombias school system. (English Second Language, Ministry of Education, British Columbia1999:3). Furthermore theorists maintain that:

To maintain an English foreign language or English Second Language distinction, then ESL refers to English language learning in countries where English is the main and or official language, and the students own native language (first language) is not English. This term is problematic when we consider learners for whom English is their third or fourth language. (Teaching English in Japan

2000:1). However the explanation of ESL takes on the following shape: An additional group of second language readers, however, is comprised of highly educated learners who seek advanced degrees at foreign universities. These

7 readers require extremely sophisticated literacy skills more sophisticated than those achieved by the majority of native speakers of a language. (Marland,1997).

Generally, second language refers to a language that is not spoken at home, and yet, may be the language of wider communication. (Marland,1997).

1.5.2 Impact

According to the Longman Dictionary of contemporary English, the concept impact means the force of one object hitting another. When the concise Oxford Dictionary maintains that an impact is the effect or influence. Impact in this research will be taken to mean the effect or influence and the force that ESL proficiency has on academic performance.

1.5.3 Proficiency in English

In Marland,1997 the following authors maintain that,Guerrero and Vecchio (1995:4) maintain that a fully English proficient student is able to use English to ask questions, to understand teachers and reading materials, to test ideas, listening, writing and speaking as these four language skills contribute to proficiency.

Language proficiency is a coherent orchestration of discreet elements, such as vocabulary, discourse structure and gestures, to communicate meaning in a

8 special context. (Canales, 1994:60). English proficiency in this research means the educators comprehend, ask questions and answer correctly in English.

1.6

RESEARCH PROGRAMME

The research programme will follow this design:

Chapter 1

This chapter will outline the research proposal wherein the selection and formulation of the research problem will be done. (Singh et al 200:9). A proposal or chapter 1 would follow these steps:

TABLE 1.1: Research Steps a. Choosing a topic b. Rationale for study c. Problem statement d. Research aims and objectives e. Research methodology f. Elucidation of concepts g. Research programmes

Chapter 2 Literature review

9 A theoretical foundation which justifies the research, highlights a historical overview and address all variables will be namely: ESL proficiency, academic performance, educator trainees and Faculty of Health and Social Sciences foundation. This will be followed by data collection.

Chapter 3

Data collection

Data will be collected using the structured questionnaire. These will be distributed to educator trainees in the departments of Education, within the Faculty of Health and Social Sciences at TNG. However the focus will be on the case study. The data analysis will take the following form:

Chapter 4

Data analysis

The data will be scanned and cleaned. For the purpose of analysis the organising and representing of data will be done. An explanation of the findings with the variables being taken into consideration will follow. The findings will be drawn from the literature review, empirical investigation and guidelines for the implementation of ESL proficiency at the Technikon.

10 Chapter 5 Recommendations and motivations

Recommendations with motivations for ESL improvement will be presented. These will follow the guidelines as outlined by the empirical investigation, literature review and the researchers recommendations thus, the sourcing of this information will filter through chapter four.

11

CHAPTER 2

LITERATURE REVIEW ON ENGLISH SECOND LANGUAGE

2.1 INTRODUCTION

The issue of language within schools and tertiary institutions is a contentious one. The Department of Education through the Understanding the SA Schools Act, puts forth its recognition of the official eleven languages. Yet advice is given to School Governing Bodies on how to handle the issue of language. Even though the eleven languages are recognised schools are advised to check the following when making a choice of language or deciding on the language policy.

Practically the said language, equity, complying with the Constitution of RSA, comply with the relevant laws of the province and the Minister of Educations rules according to the norms and standards for the language policy in public schools. Furthermore language should not be used as a cover or smokescreen to keep learners out of your school on the basis of race. (Potgieter 1997, 54-55).

Besides the given guidelines stated in the past paragraph there are factors influencing the language policy. The factors are the language preference of the majority of learners and parents in a particular school, number of learners who request for instruction in another language, the ability of educators to teach that language, the cost involved and the other schools in the vicinity and their language of instruction.

12 The National Department of Educations Language policy maintains that English Second Language would be an appropriate medium of instruction especially in tertiary institutions. The Departments point of departure is that ESL is understood by the students and the lecturers. Furthermore it is cost-effective and lecturers have the capability to teach it. Over and above that ESL is a globally accepted language.

The ESL has undergone a lot of roles. In the process it turned into a globally accepted language. Not only for communication but also as a medium of

communication in the business world and the academic world too. South Africa like other countries the world over had to accept the ESL status, hence the attention it is getting both in lower classes and at tertiary institutions. To try and ascertain the above statement one would therefore start by looking at the historical perspective.

After reading the above paragraph one would ask why the educational policy? Brown (1996:261) maintains that schools are expected to have written language policies that guide them, providing them with a statement of teaching aims and intentions. Clear policies combined with effective curriculum leadership have a strong positive effect on the quality and standard of learner achievement in English. Policies are helpful for a number of reasons. They can:

support professional confidence establish overall aims and ways of working ensure progression and continuity for pupils

13 aid planning provide guidance and starting points for new members of staff, students and supply teachers help with the management of the curriculum be used by the individual teachers to review their own practice lead to staff development provide a coherent explanation of practice to parents, governors, and visitors affect the allocation of resources affect the allocation of time and space provide opportunities for review of the curriculum indicate areas for development and pooling together of staff expertise.

This policy then effects the need to investigate the emergence of ESL not only as a language of teaching and learning but also as a communicative tool.

2.2 THE HISTORICAL PERSPECTIVE OF ENGLISH SECOND LANGUAGE

South Africa being a multicultural community with eleven official languages was forced to establish a common language. The said language would not only

facilitate communication amongst the South African nations but would also empower the people. Language and language learning empower people to:

develop their listening, speaking, reading and viewing, writing, thinking and reasoning and understanding of language structure and use. Hence the choosing of English as the language of both official communication and empowerment. Empowerment was to come through English being a universal language.

14 Cele (2000:182) affirms the said statement in his article Oppressing the oppressed through Language Liberation. The political merits and economic demerits of the present language policy cannot be understood in isolation from the historical perspective of the development of English as an official language in South Africa. From 1652 to 1806, the question of the language instruction was not an issue because the majority of the white population spoke Dutch. (Reagan, 1988).

Native languages were not valued as usable media of communication.

Even

African communities had not by then realised the implications of the sidelining of their languages and culture in education. The positioning of English as a medium of instruction came into play as from 1814 when the British settlers took charge of the Cape administration.

In 1809, General Colin proposed that English teachers be imported to ensure that the next South African generation, both black and white, would be English (Reagan, 1988). All non-white teachers who spoke English efficiently were offered huge salaries to promote the optimum use of the English language throughout the country. In 1825 the implementation of the policies that legitimised English as the South African first official language were affected. The Smuts Education Act of 1907 made the teaching of English obligatory, stipulating that every child had to learn English at school. Free English schools were established to promote English language and culture. (Behr, 1988). Even the British Columbian Minister of Education supports the South African belief when she maintains that to enable learners means ensuring equity of educational opportunities for all students. This can be done by educators celebrating the

15 diversity of the student population and wishing to promote a climate of acceptance and respect for all ESL learners: (A guide for ESL Specialist. Ministry of

Education Special Programs, 1999.8).

It was through this understanding that English second language was chosen as a medium of instruction. Even though acceptance by politicians, academics and parents was difficult, researchers had a different point of view.

2.3 ENGLISH SECOND LANGUAGE TEACHING IN SCHOOLS

Brown (1996.1) states that the development of speaking and listening is of vital importance to those concerned with educating the young child, for a number of reasons:

1.

the majority of young children learn to speak easily and fluently in their home language about the age of four signals childrens capacity to learn.

2.

speaking and listening are themselves a means of learning at school and in the world beyond school.

3.

finally every adult is concerned to develop the oral abilities further so that they become confident and competent communicators with a range of people and in a variety of situations.

16 The researcher is of the view that these speaking and listening skills closely related to language learning and thinking. Language, learning and thinking are three closely related concepts. The childs language development forms an

integral part of his total learning and becoming. He soon discovers that language is not only a means of communication but that it attributes meaning to objects, things and situations he comes across in his life. Thoughts in symbolic form can be cast in the form of language. Concepts serve as bearers of thoughts and ideas and the deepest feelings are expressed in language form.

Researchers are concerned about the language development versus the academic performance of learners. These researchers state that the better the language development of the child, the better his learning progress at school. Reason being the tasks required of the child remain inseparable to language. When entering school the childs learning is dominated by the literacies of reading and writing. Whereas in secondary school verbal competence is used and tested in advanced essays and descriptions of experiments.

Bearing in mind that meaningful learning is lasting learning, it is clear that the better a child masters language, the sounder his understanding of learning matter will be. Meaningful learning is aided by sound language development and vice versa. In this sense every subject educator is a language educator. The better the teachers language usage the better he will be able to transfer knowledge, facts, skills, ideas and ideals for the pupils. (Dreyer & Duminy, 1993:129-130). Besides the language being linked to academic performance other researchers stress on which language to adapt as a medium of instruction.

17 There are many arguments by researchers for and against using the mother tongue as a language of instruction. One group advocates for the mother tongue as a medium of instruction in schools. While others maintain that ESL may be used as a medium. Yet it is not important at this point to identify which wins over the other. The reality is English Second Language (ESL) is used as a language of instruction in most schools around the world.

Reasons for ESL use against vernacular languages are given by researchers as at Academic vocabulary of the indigenous language has not been so fully developed as the academic vocabulary of the European languages. The European

languages are said to have logic and a level of abstraction that the indigenous languages do not have.

Furthermore these reasons against the use of vernacular are also supported by parents who advocate for ESL only in classroom teaching. Yet there are reports of increasing numbers of non English speaking parents specially requesting ESL programmes rather than native-language bilingual programs. (Faltis, 2001:49).

However educators of ESL in high schools tend to differ with some researchers and parents by exposing their feelings on teaching students with ESL as a language of instruction. What is the goal of an education system that teaches literacy skills in ESL, to English as a foreign language, and that does not teach these skills to students who already speak these languages. Gallardo, 2001:179). (Ramirez &

18 Against the arguments presented in the previous paragraphs an explanation of ESL school children is imperative. Bernhardt (1991:4) maintains that a first group of second language readers consists of school children. This group may be

subdivided into two, consisting of minority and majority children. As a result of political upheavals throughout the world, it is a rare primary or secondary school that does not contain at least several children from the former group. These are children who are speakers of a non-English language and require content instruction in the majority language, and are, therefore, dependent on reading and writing skills in a language other than their own for ultimate educational attainment. To identify these children earlier than their school years, both schools and tertiary institutions have to get information during the registration period. The information will be based on the following:

Family information

place of birth language first spoken by student language spoken at home name ages of siblings status (N. Sotho, Venda)

Educational information

number of years of schooling type and duration of exposure to English (formal, informal, oral, written)

19 reports from a former school any special assistance received in former school

Furthermore schools have to ensure that ESL students are registered in accordance with the schools act and should ensure that documents of eligibility is in order. (Ministry of Education, 1999:13-14). It is through getting this kind of information that most educational departments decide on time allocation for ESL classes.

2.4 TIME ALLOCATED FOR TEACHING ESL IN SOUTH AFRICAN SCHOOLS

In South Africa we developed our own model of Outcomes Based Education and called it Curriculum 2005. Owing to practical problems encountered with the

implementation of the model, a Review committee looked at Curriculum 2005 and proposed a revised version of the model. The new model of OBE is called the Revised National Curriculum Statement. The main issue in the RNCS is the

revised time allocation for the different learning areas at the different phases. The time allocation does not only guide the educator on how much of class time should be spent on a learning area but stresses the importance of that learning area.

The learning areas with their allocated time as percentages (Intermediate and Senior Phase) in the RNCS are as follows:

20 TABLE 2.1: Senior and intermediate phases learning areas with their allocated time as percentages LEARNING AREA/PROGRAMME Languages Mathematics Natural Sciences Social Sciences Arts and Culture Life Orientation Economic and Management Sciences Technology TIME (%) 25 % 18 % 13 % 12 % 8% 8% 8% 8%

Languages in the above table mean the home, first additional and second additional languages. Home languages are the language that learners come to school being able to speak and understand. Yet support is given to the

development of this competence especially with regard to types of literacy e.g. reading, writing, visual and critical literacies. These literacies provide strong

curriculum support to the language of learning and teaching. Usually the home language is an African language or rather the mother tongue. From the

explanation of the home language then stems that of both the first and second additional language.

The first additional language is not necessarily known by learners when they enter the schooling fraternity. The curriculum starts by developing the learners abilities

21 to understand and speak the language. This is the foundation on which literacy is built. Learners are able to transfer the literacies they have acquired in their home language to their first additional language. The curriculum provides strong support for those learners who will use their first additional language as a language of teaching and learning. It is considered appropriate for learners at grade 9 to be able to use and understand their home and first additional language effectively and with confidence for a variety of purposes including learning. In cases were the home language is not English the first additional language is ESL.

The second additional language is done by learners who want to learn three languages. This language may be an official language or a foreign language. Learners are supposed to use the language for general communicative purposes. Less time will be given to learning the second additional language than to the home and first additional languages. Thus the learning area Languages is in line with the Department of Educations language-in-education-policy, which follows an additive approach to multilingualism.

The table therefore illustrates the Languages and the approach of the Department of Educations approach to languages. The time allocated to Languages against that allocated to other learning areas indicates the importance of Languages within the curriculum. It is not only in the Intermediate and Senior Phase only that

language is given priority but also in the Foundation Phase. A clear illustration is given in the following table:

22 TABLE 2.2: The foundation phases learning areas allocated time in percentages

LEARNING AREA/PROGRAMME Literacy Numeracy Life Skills

TIME ALLOCATED 40 % 35 % 25 %

In this instance integration of learning areas has been advocated for. Language is then facilitated across the curriculum. Even though at this level learners are given support and assistance for their home language, the understanding is that proficiency in the home language ensures proficiency in the first additional language which is ESL. Therefore the home language should be used alongside the first additional as the latter would be the medium of instruction at the next phases of education. At this point learners would need the educator to make provision for special assistance and supplementary learning of the first additional language (Van den Berg, 2003:7-13). The basis for multicultural classrooms has been set. Therefore it is imperative to highlight the plight of learners who do not speak the majority language of the classroom natively.

2.5 ENGLISH

SECOND

LANGUAGE

POLICY

IN

MULTICULTURAL

CLASSROOMS

Before the researcher can look at effective methods of teaching in bilingual and multicultural classes, she chooses to advice on methods which will fail. Haughen

23 (1985:14) gives an explanation of why some bilingual education programmes fail, which appears relevant to multilingual education in South Africa:

If bilingual education raises problems in the school, these must not be sought primarily in the classroom. If it fails to produce the desired effects, we must look back at the ultimate policies, overt and covert, public or private, of the society in which education takes place. If the language of the home is also dominant in the life of the nation and is supported by the prestige of an elite then the introduction into the school of another language can become a valuable supplement to ones native competence. But if the language of the home is looked down upon and is not supported by the prestige of an elite, then the acquisition of a second language which does have prestige may be disastrous to the pride and cohesion of the pupils ethnic group.

Teaching in ESL requires of the teacher to concentrate not only on content but on language and skills. It is maintained by Marland. (1977:3). Furthermore skills that are advocated for are thinking skills amongst others. In studying ESL students do not have only to think but to use divergent thinking skills. It seems to me because they were having to learn in a language which was not their home language and in which they were not fluent, then the bilingual pupils were having to bring divergent thinking skills to the learning process. (Smyth, 2002:34).

The divergent thinking skills of ESL students may be improved for effective learning if teachers consider (Ministry of Education, 1999:10). ESL services

should be provided in a manner that respects students language and culture of

24 origin and builds on students existing abilities. The chart also indicates that as ESL students become part of a mainstream class, everyone in the class must be prepared to adapt and broaden their understanding. There are times when the adjustments made to address the needs of ESL students will affect and make demands of their English-speaking peers.

Furthermore teachers should examine their teaching practices and teaching media. Thus striking a balance between instructional tasks and the culture of the classroom. Implementation of the teaching practices should be done after a

thorough exploration. These should analyse the students work in mathematics and language arts and its relationship to their practice.

Besides the High School ESL student, tertiary (Universities and Technikon) students are included in the ESL programme. Bernhardt (1991:4) states that an additional group of Second Language readers, however, is comprised of highly educated learners who seek advanced degrees at foreign universities. These

readers require extremely sophisticated literacy skills more sophisticated than those achieved by the majority of native speakers of a language.

In South Africa the Language Policy gives guidance to tertiary institutions on language of instruction. Technikons in particular have to use English as a (Department of Education Report

language of communication and instruction. 151 99/101).

25 However there are problems in studying through ESL in SA tertiary institutions. A study done at the University of the Western Cape (Forster & Leibowitz, 1998:81) shows that there appears to be a relationship between language learning and academic literacy, although this is one of a variety of factors impacting on students performance. Whilst the study cannot prove irrefutably any casual links, it demonstrates the coincidence of a variety of factors which educationists will have to take into account if we do not wish to use education to perpetuate inequalities, in the way education has done, at least in this country, in the past.

Further studies were made at RAU and they had this to say Daar is gevind dat bykans 500 van die eerstejaar studente wat verlede jaar die Akademiese Advieseburo aan die RAU besoek het, slegs oor die leespeil van n standard sewe kind beskik. Hierdie is verdoemende getuienis teen die skoolstelsel. (Bulletin vir Dosente, 1978,10).

The University of Pretoria also had a research on ESL proficiency research conducted and the findings were students at honours level had ESL proficiency of a standard eight or grade ten learner. (Department of Languages, Pretoria

University:2000). Looking at the above stated leads one to ask why ESL?

Cele (2002) further gives reasons why tertiary institutions use English Second Language as a medium of instruction. In view of its spread and use today,

English can be regarded as a relatively most widely used language in the world with varying forms and functions. It is one of the fittest communicative mediums for a large variety of societal and inter societal communication needs in the global

26 village (Dhamija, 1994). In South Africa and elsewhere in the world most of the research data is published in English, and the majority of higher learning institutions make their programmes available in English medium. Those with poor or no English command have nor or delayed access to these reservoirs of human knowledge and development. It is the indisputable reality that to position South Africans for the benefit from these enormous sources of information, knowledge, and opportunities, the school curriculum should be largely vehicled through the medium, since no other language has made such giant accomplishments in this country.

The British Columbia ESL policy guidelines suggests the following:

Initial interviews which include an oral interview, review of students oral and unedited written language samples and checks of students reading and listening comprehension. Use of standardised tests and other assessment tools may form the basis of the initial assessment. Factors such as time available, time of year, students age, prior to exposure to English, prior exposure to the variety of English needed to succeed within a particular education system and the length of time here.

Planning for ESL students should recognise the objective of integration into the mainstream school programmes as soon as feasible in order to achieve the expected learning outcomes of the provincial curriculum. ESL students must

continue to develop socially and academically as they acquire English language skills. It is best if they are integrated, with support, into mainstream classes with

27 their English-speaking peers as soon as their English-language skills are sufficient to enable them to learn effectively in such a setting. 1999:5-6). (ESL Policy Document,

The policy document further advises that students should be placed in the ageappropriate classes, with the ESL specialist in consultation with the class educator doing the selection of these students. The classrooms settings should ensure that students can be expected to succeed. availability of the following documents: Selection should be based on the a record of current English language

proficiency, with at least an annual assessment, an assessment plan designed to meet the needs of the student it can be written specifically for the individual or for the group of students, a schedule or list of the specialised services being provided to each student and evidence of reported progress in the acquisition of English.

2.6 SUPPORT PROGRAMMES FOR ESL STUDENTS

While English is an international language, and a means to economic benefits, it is not without its problems, and is definitely not neutral (Mda & Mothata 2000). An investigation into the integration of African language speakers in English medium schools in South African revealed that studying through English was frustrating, demoralising and even traumatic for many learners. (Ntshakalala 1997).

The principle of choosing the language of learning is also constrained by pragmatic requirements such as the availability of resources. In racially, culturally

28 and ethnically integrated schools, teachers are not usually multilingual. Hence the right of the learner or parents to request a particular language of learning form the provincial department of education may not be easy to grant and implement, as it calls for effective resources deployment and redeployment. (Mda & Mothata

2000:164-166). In South Africa at the moment students still study in English only as other languages are not fully developed for use in the classroom, therefore support is needed for these students who are taught in ESL.

The kind of support needed by ESL students differ as students come from many linguistic and cultural backgrounds with a variety of life experiences. Some

students may have varying degrees of exposure to the English language speaking thus needing intensive, extensive ESL support. Others speak a dialect of English sufficiently different from the English taught at school that it hinders their learning in school. Then there is a group that comes as refugees or foreign students and thus need support in ESL. (Collier, 1989:4).

The support will assist the ESL service or instruction for proficiency in communicative and academic competence, with the ability to use the language for appropriate situations. An orientation programme would serve as the first step to the fully-fledged support programme. Assessment may be used as a determining factor of, into which programme should a particular student be placed. Furthermore it would determine the duration and the nature of a support programme.

29 Ongoing assessment is needed for identifying gaps in the students language dialect, evaluate the students achievement of short term objectives, adjust the instruction being provided and, if necessary, revisit the original placement decision and give the student concrete evidence of success. Language and content should be taught simultaneously.

Support should be offered in the presence of an ESL specialist who may provide the following: direct instruction to an individual learner or class, support to a

classroom educator and a classroom assistant. Additional services provided for ESL students should be documented. Adaptations within the mainstream

classroom must also be documented and distinctions between students be identified.

2.7 ESL

LANGUAGE

TEACHING

AND

LEARNING

EFFECTIVENESS

INFLUENCED BY THE EDUCATORS AND LEARNERS EFFECTIVENESS

There are researchers who maintain that intelligence can be related to ESL proficiency. Spolsky (1990:103) gives the following explanation of intelligence. Intelligence condition (typical or graded): the ability to perform well in standard intelligence tests correlates highly with school related second language learning.

Schools should devote thought and time to assisting language development, learning in all areas will be helped, if attention is given to language in the content and skills subjects, language development will be assisted powerfully by the context and purpose of those subjects. (Marland, 1997:3).

30 Ovando and Collier (1985) advocate for specialised classed in which students received instruction at their level of English proficiency, with ESL instruction representing a significant change in school policy. Some immigrants survived the submersion programme but many others suffered low education attainment and school achievement. ESL instruction greatly improved the process of the teaching of English, but it did not yet focus attention on the cultural mismatch between the home and the school nor on the importance of the development and maintenance of the native language for linguistic minorities.

These researchers support the ensuring of language proficiency. They maintain that concepts of language proficiency and bilingualism, while interrelated, have not focused until recently on the nature of academic language and pedagogical tasks. Language proficiency independent of the special linguistic considerations of school success will not be particularly useful for student classification or replacement. Yet effectiveness in teaching and learning will be achieved through the employment of the appropriate models of teaching ESL. These models are as stated in the following paragraphs.

31 MODELS OF TEACHING ESL IN MULTICULTURAL CLASSES

Some guidelines and principles for multilingualism at school and tertiary level would be difficult to implement even though these are suggested for South African schools as they presuppose a multilingual or at least bilingual administration and staff. Some of the models are:

2.7.1 The Immersion Model

Learners are first taught in the second language and then follows teaching in the first language. These learners then become bilingual. The advantage of this

model is that learners get access to the benefits offered by the other language without losing their first language, thus ensuring that both languages remain equal in status. South African learners are immersed in the second language classes for most of their schooling as an additional (second) language is their medium of instruction beyond the foundation phase.

English as medium of instruction is used by most schools in South Africa from as early as primary school level. Lack of parental and cultural-environmental support for second language learning hampers the effectiveness of teaching and learning. The model has been called straight for English in the African context and is supported by South Africans.

32 The Processing Model

Cook (1991:120) maintains that these models see language in terms of dynamic processing and of communication rather than as static knowledge. These models are described as being interested in what is happening in an actual language situation and how people use language rather than knowledge in the mind.

2.7.2 The Multi-component Model

Cook (1991:124) argues that many current models within the second language learning research can be called mixed because they try to accommodate both of this divisions. These divisions could be described as competence and monitoring models.

2.7.3 The Maintenance Model

This model is for minority language learners. The learners are first taught in the first language while the second language is taught as a subject. Ideally the first language is the medium of instruction for the rest of the schooling career. When in reality the second language later takes on as the language of instruction.

33 The Plural Multilingual Model

All the different languages are official and are regarded as equal. Learners from different linguistic backgrounds are taught in all the various languages, with the intention of making them multilingual. When development of African languages to the status of English this model would be ideal for the using of the eleven official languages.

2.7.4 The deep-end Model

McDonald (1990:94) refers to the model as a typical model for South Africa. At present primary school learners learn ESL and are abruptly required to change to using English as a medium of instruction. A cooperative learning strategy for second language would be an appropriate approach.

2.7.5 The Competence/Control Model

Learning a second language involves knowledge and control. Some learners may have a problem with control procedures and others with second language knowledge. It is believed that formal and informal varieties of speech are not equally important in second language learning. Newly learnt items are mastered in the formal situation before they are carried over to informal situations. Learners acquire some aspect of a second language in repetitive, formal situations before they transfer them to formal situations. Attention is one form of control, the more attention paid to speech the more the speaker controls it. Much use of conscious

34 understanding in second language learning represents a type of the conversion model in which one kind of information is turned into another. (Cook, 1991:125).

2.7.6 The South African Dual Language School Model

Heugh (1995:6) assumes that parents of learners from two or more language backgrounds, want their children to acquire high proficiency in English, which is the dominant language. At the foundation phase the learners are taught in their mother tongue. They are also taught ESL and a third language. Within these classes there is an integration of all learning areas and ESL. The amount of English used is increased as learners progress to higher grades.

2.7.7 The Universal Grammar Model

Within the individual and the community a diversity of speech exists. This diversity presents itself as a problem in many sectors of life. Problems may be observed in education, in national development, and in trans cultural communication. There is often no scientific cooperation through which to find a systematic body of knowledge and theory to assist in solving these problems. Cook (1991:116)

defines the universal grammar model as a development of the learners earlier ideas into a new form. The second conceptual solution. This model is

increasingly used to explain how second languages are learnt, in particular by those who approach second language learning from a linguistic perspective. The general claims about learning are based on a complex form of linguistic knowledge. A person who knows a language, such as English, has acquired a

35 grammar which consists of the universal principles of language, such as a structure-dependency, as they apply to English, and the English setting on which languages vary. (Cook, 1991:125).

The universal grammar model claims that learners do not need to learn structuredependency because their minds automatically provide it for any language they meet, whether it is English, Afrikaans or Zulu. All learners need, is to have in place the values of their own language before mastering a second language. Learning in the UG model is a straight forward matter of getting the right input. In this theory, language input is the evidence out of which the learner constructs knowledge of language. Such evidence can be either positive or negative.

Positive evidence consists of actual sentences that the learner hears, for instance the bus leaves for Pretoria at five. Negative evidence is when the learner never hears certain kinds of sentences, that is sentences without subjects in English for example: leave.

The expectation is not merely based on speculation but relies on the concrete knowledge of the first language the learners have already acquired. Furthermore a learner often has a grammatical explanation available as another source sequence. The learners feel that the UG model is the most powerful way of

second language learning. UG links second language learning to current ideas about language learning. It stresses that learners have come to accept a crucial question in the form that language knowledge takes the form of the mind.

36 2.7.8 The communicate approach

Language should facilitate effective communication in a variety of situations. Thus ensuring that learners do not only learn to communicate but should also learn while they communicate. They therefore need to receive sufficient input or

examples of how these language structures are used in everyday communication and be afforded adequate opportunities to exercise communication. All languages can be presented in the communicative way. (Van den Berg, 2003:54).

This model is dominant in teaching ESL.

It is one of the approaches that is Emphasis of language

currently perceived as productive and explanatory.

teaching should approximate natural language acquisition and use as far as possible. (MacDonald, 1990:54).

In teaching language a variety of strategies may be used. Together with this strategies should be the teaching of sub skills within the said language. Thus improving the mastery and competence in the target language. The target

language can then be used appropriately in any given social context. These sub skills are the following:

2.7.8.1

Grammatical competence

Governs the way sentences are linked together logically in order to communicate. It also involves the ability to make sense of separate utterances or expressions.

37 2.7.8.2 Sociolinguistic competence

This means social and linguistic or language rules. speaking to our elders.

For example the rules of

Again the ability to write in styles that suite different

situations. The use of formal and informal language also falls into this category.

2.7.8.3

Strategic competence

Possible strategies than can be used in communicating even though there is little competence of the said language are referred to in this sub skill. These include verbal and non-verbal strategies.

2.7.8.4

Social cultural competence

This competence entails an awareness of the socio cultural context in which the language is used. Thus the ability to communicate effectively within the context of various cultures. Also included is the ability to use the first and second languages in the context of any culture.

2.7.8.5

Social competence

The need and self confidence to communicate with others as well as empathy and ability to handle social situations. (Kilfoil & van der Walt, 1997:103-106).

38 There are guidelines of assisting the educator with the planning of communicative approaches. They are learner-centeredness, the teachers role is to organise and facilitate communication, authenticity, tolerance of learners errors, integration of basic communication skills, socio cultural language forms, pair and group work and lastly teaching learners tolerance and respect for one anothers ways of expression.

Advantages of the communicative approaches are

a. b. c. d. e. f. g. h.

learners are motivated to participate actively they discover aspects of language by themselves their mistakes are taken as areas for improvement expression is done confidently they learn the language in a meaningful context learners learn to gather information, carry out instructions and solve problems an understanding of feelings, moods and attitudes is acquired they learn to understand their world and the world of others.

The communicate approach further emphasises a move from language teaching towards communication. (Van den Berg, 2003:53-63). For communication to be effective students has to have a high level of proficiency.

39 PROFICIENCY IN THE TEACHING AND LEARNING OF ESL IN SCHOOLS AND AT TERTIARY LEVEL

Cummins (1994) states that the nature of language proficiency has been understood by some researchers as consisting of 64 separate language components and by others is consisting of only one global factor. Valdes and Figueroa (1994:34) in trying to explain language proficiency maintain that it goes beyond simplistic views of good pronunciation, correct grammar and even mastery and control of a large number of interdependent components and elements that interact with one another and that are affected by the nature of the situation in which communication takes place.

The Council of Chief State School Officers (1992:7) defines English language proficiency in this way:

A fully English proficient student is able to use English to ask questions, to understand teachers, reading materials, to test ideas, and to challenge what is being asked in the classroom. Four language skills contribute to proficiency as follows:

a.

Reading the ability to comprehend and interpret text at the age and gradeappropriate level.

b.

Listening the ability to understand the language of the teacher and instruction, comprehend and extract information, and follow the instructional discourse through which teachers provide information.

40 c. Writing the ability to produce written text with content and format filling classroom assignments at the age and grade-appropriate level. d. Speaking the ability to use oral language appropriately and effectively in learning activities (such as peer tutoring, collaborative learning activities, and question and answer sessions) within the classroom and in social interactions within the school.

The council further suggests that English language proficiency may be given by identifying limited English proficient students as: Having a language background other than English, and his or hers proficiency in English is such that the probability of the students academic success in an English-only classroom is below that of an academically successful peer with an English background.

2.8 CONCLUSION

The literature review attempted to relate the concepts of ESL and ESL proficiency, the relationship of ESL proficiency to academic performance, the historical perspective of ESL, the language teaching in schools, time allocation to language teaching in schools, language policy in multicultural classrooms and support programmes for ESL teaching.

Thus we can admit that ESL plays an important role in the learners ability to study effectively. Hence the inclusion of ESL language teaching and learning

effectiveness influenced by the educator and the learners effectiveness together

41 with the models of teaching ESL in multicultural classes and proficiency in the teaching and learning of ESL in schools and at tertiary level.

In chapter three the methodology and strategies will be used to gather data and the questionnaire will play a core role in the research.

42

CHAPTER 3

EMPIRICAL INVESTIGATION WITH SPECIAL REFERENCE TO THE RELATIONSHIP BETWEEN ESL PROFICIENCY AND THE ACADEMIC PERFORMANCE OF EDUCATIOR TRAINEES
3.1 INTRODUCTION

The first chapter of this research outlined the purpose of this study. Included in that chapter were the methods that would be used to collect data and the concluding steps. Of utmost importance was the chapter outline of this study. All activities brought to light in chapter one are based on a particular theory. This theory was revealed in chapter two.

Therefore chapter two supported the researcher in basing this study on a scientific theory. It highlighted the literature on the subject of the study and revealed the area of study that had to be followed by the activities in chapter three. This

chapter will be devoted to the aims and objectives of the investigation, research methodology, pilot study, research instruments and feedback from the respondents.

Chapter three focuses on data collection. Followed by data presentation, analysis and interpretation.

43 AIMS AND OBJECTIVES

The aim of this study is to investigate the relationship between the ESL proficiency and the academic performance of educator trainees.

The researcher will also strive to meet the following objectives: To determine the ESL proficiency of the educator trainees at TNG. To investigate the language background of the educator trainees. To determine the relationship between ESL and the academic performance of the educator trainees.

The aims and objectives will serve to determine the cause of students poor level of ESL proficiency. The proficiency level of the students will then determine the relationship between their academic performance and ESL performance. Implications in this instance will be the choice of a language especially a second language that will enable students to communicate effectively and pass their studies.

3.2 RESEARCH METHODOLOGY

According to Rubin and Babbie (2001:392), grounded theory is a term used with reference to the creation of theory based more (but not exclusively) on observation than on deduction. According to Cresswell (1998:241), the researcher in this type of study generates an abstract analytical schema of a phenomenon, i.e. a theory that explains some action, interaction or process. The researcher, in this study,

44 through the light of the abovementioned statement then decided to base this research on a particular theory and observation. The theory in this instant is the implication of ESL performance on the academic performance of the educator trainees.

The study is quantitative in nature for it intends to primarily rely on assumptions from the positive approach to science. A questionnaire was distributed to educator trainees. The academic level of the respondents was considered, thus level one to four educator trainees were included in the survey. This study was intended to explore the assumptions mentioned above.

The purpose of exploratory studies is to gain insight into a situation, phenomena, community or person. This purpose according to Rubin and Babbie (2001:123), is typical when:

A researcher is examining a new interest The subject of study is relatively new and unstudied A researcher seeks to test the feasibility of undertaking a more careful study.

A researcher wants to develop the methods to be used in a more careful study.

The above then leads one to explain the difference between the qualitative and quantitative research. Neuman (2000:121-155), distinguished between

quantitative and qualitative research design. The quantitative category included experiments, surveys and content analysis. Types of experiments described are

45 the classical experimental designs, pre-experimental designs such as the one-shot case study, the one group pre test-post test design, and the static group comparison.

An example of this design is the research undertaken to determine the perceptions of recently graduated social workers and their supervisors on the goal suitability of their training. The research is exploratory in nature and the design selected is the one group post test only design. The training of the recently graduated social workers is identified as the independent variable and their professional competence in practise as the dependent variable.

On the other hand qualitative research is based on the collection of and analysis of non-numerical data such as observations, interviews, and other discursive sources of information. It argues that meaning is situated in a particular context or

perspective and therefore yields different meanings in the word. (Gay 2000).

46 PILOT STUDY

Ten questionnaires were distributed for the pilot study. All ten questionnaires were returned. After the distribution the researcher identified issues that needed to be corrected. The following is a list of the corrections that needed to be made:

A column for office use had to be inserted. The researcher assumed that all respondents had one of the eleven official languages as their home language as such an additional block for other languages had to be added.

The respondents needed an explanation of the concepts siblings and ESL. Other mistakes were mainly grammatical errors that changed the meaning of what the researcher intended to find out.

3.3 RESEARCH INSTRUMENT

A questionnaire was chosen by the researcher as an instrument for the investigation. The questionnaire was made up of different categories which can be subdivided. The two main categories were biographical information and the academic version.

The biographical information set out to find out the personal information of the students. Age, gender and the home language of the respondents were part of the information collected in this section. Over and above that the level of study and specialisation areas were investigated. Lastly, of importance was the home

47 areas (provinces) were these students came from. Their home languages were also determined.

On the academic version six sub categories were identified. These sub categories were namely: communication at home, schooling career, technikon

communication, lecturers, technikon material and social use of ESL.

Communication at home: Respondents had to highlight when they started speaking ESL at home with their parents and siblings.

Schooling career in ESL:

Investigated here was the ESL symbol they

obtained for matric ESL. Together with ESL as school subject, medium of instruction, preferred language of teaching and learning. Importantly code switching was also checked. Technikon communication was about the orientation programme for level one based on ESL. The programme entrance test for ESL, periods for ESL in a week, relation of ESL to other courses and extra ESL classes with a support programme for ESL were checked on.

Lecturers had to indicate if they taught in ESL only. Code switching by lecturers was also investigated. Students had to indicate if their lecturers understood their mother tongue. The data collected during the investigation will now be presented in tabular format. The collected data will also be analysed and interpreted by the researcher.

3.4 FEEDBACK FROM RESPONDENTS

48 The target population was the educator trainees of the Technikon. 90

questionnaires which represent the sample size out of the population of six hundred. Ten of the questionnaires were either damaged, not completed or not returned to the researcher.

TABLE 3.1: Questionnaires distributed

QUESTIONNAIRES DISTRIBUTED 90 100 % TOTAL 90 100 %

QUESTIONNAIRES FILLED IN 80 89 % 80 89 %

QUESTIONNAIRES NOT COMPLETED 10 11 % 10 11 %

TOTAL 100 % 100 %

The return rate of 89 % of the completed questionnaires is excellent and therefore may be used for scientific deductions. Most authors on quantitative research

agree that a return rate of 50 % is already scientifically acceptable.

This also implies that generalisations may be made for a bigger population. However, in light of the fact that this research is of limited scope, the researcher will only focus on the students enrolled at TNG and will not engage in larger generalisations regarding the whole population or other tertiary institutions.

49 TABLE 3.2: Communication at home

Agree f Q1. Communication at home Q2. Parents speak ESL very well Q3. Speaking ESL with parents Q4. Speaking ESL at age (5-10 yrs) Q5. Learning ESL at home Q6. Speaking ESL to your siblings 37 51 33 41 27 41 %

Disagree f %

Total f % 100 100 100 100 100 100

46 43 64 29 41 47 51 39 34 53 51 39

54 80 36 80 59 80 49 80 66 80 49 80

Analysis of data

From the data contained in Table 3.1, the following can be deducted:

(a)

The majority of respondents (54 %) indicated that they dont speak English at home.

(b)

The majority of respondents (64 %) agreed that their parents speak English very well. onwards. English was also their medium of instruction as from grade 3

(c)

The majority of respondents (59 %) indicated that they dont speak ESL with their parents at home.

(d)

Respondents (51 %) also agreed that they started speaking English at a very early age (5-10 years).

50 (e) The majority of the respondents (66 %) are of the opinion that the havent learnt ESL at home. (f) The majority of the respondents (51 %) agreed that they speak English to their siblings while almost 49 % of the respondents disagreed with this statement which means that they dont speak English to their siblings at home.

Interpretation of data

Although respondents indicated that they have learnt to speak English at an early age, and they do speak English to their siblings at home, its regrettable that they dont speak English to their parents despite the fact that their parents do speak English well.

This situation has serious implications for educators of English as a second language. That the learners have learnt at school is not transferred to their homes and the opportunities for the extension of vocabulary and sentence construction in ESL are therefore also very limited.

Learners should be encouraged to speak and read English as often as possible to gain the necessary practice in speaking and listening to other English speakers.

51 TABLE 3.3: Schooling career

Agree f 3.3.1 An A-D symbol in matric 3.3.2 ESL as medium in Grade 3 3.3.3 ESL as a school subject 3.3.4 Preference for ESL 3.3.5 Preference for mother tongue 3.3.6 Preference for ESL over mother Tongue 62 54 79 31 39 %

Disagree f %

Total f % 100 100 100 100 100

78 18 68 22 99 1

22 80 32 80 1 80 61 80 51 80

39 49 49 41

69

86 11

14 80

100

Analysis of data

From the data contained in Table 3.2, the following could be deduced:

(a)

The majority of respondents (78 %) indicated that they had an A-D symbol in matric for ESL.

(b)

The majority of the respondents (68 %) agreed that ESL was their medium of instruction starting from Grade 3.

(c)

The majority of the respondents (99 %) indicated that they had ESL as a school subject.

(d)

The majority of the respondents (61 %) denied that they preferred ESL as a medium of instruction.

52 (e) The majority of the respondents (51 %) indicated that they dont prefer being taught in their mother tongue on the other hand 49 % of the respondents preferred being taught in English. (f) The majority of the respondents (86 %) agreed that they prefer being taught in ESL rather than being taught in their mother tongue.

Interpretation of data

Even though the respondents indicated that they had ESL as a medium of instruction thus making it possible for them to attain A-D symbols in their matric ESL, they majority of the respondents maintained that they prefer to be taught in their mother tongue rather than in ESL. An almost equal percentage of

respondents (49 %) say that they do have a preference for being taught in their mother tongue.

The preference of mother tongue over ESL confused the researcher as the respondents ultimately indicated a preference of ESL over mother tongue. This confusion further highlights the uncertainty that ESL teaching bring into the academic life of the respondents. These emotions indicate the lack of minimal interest in ESL on the part of respondents. Thus educators have a daunting task of arousing interest in the learners for studying and speaking ESL.

53 TABLE 3.4: Technikon communication

Agree f 3.4.1 No ESL orientation at technikon 3.4.2 Programme entrance test for ESL 3.4.3 ESL classes in B.Ed programme 3.4.4 1-2 periods per week (ESL) 3.4.5 ESL classes relating to other Courses 3.4.6 Extra classes for ESL 3.4.7 Support programme for ESL 36 32 77 68 %

Disagree f %

Total f % 100 100 100 100

45 44 40 48 96 3

56 80 60 80 4 80 15 80

85 12

62 24 74

78 18 30 56 92 6

22 80 70 80 8 80

100 100 100

Analysis of data

From the data contained in Table 3.4 the following could be deduced:

(a)

The majority of the respondents (56 %) maintain that they had no ESL orientation at the technikon.

(b)

The majority of the respondents (60 %) denied that they had a programme entrance test for ESL.

(c)

The majority of the respondents (96% ) agreed that they have ESL classes in their B.Ed programme.

(d)

The majority of the respondents (85 %) agreed that they have 102 periods per week (ESL).

54 (e) The majority of respondents (78 %) agreed that their ESL classes relate to other courses. (f) The majority of respondents (70 %) disagreed that they have extra classes for ESL. (g) The majority of the respondents (92 % agreed that they have a support programme for ESL students.

Interpretation of data

The respondents indicated that they have 102 periods of ESL teaching, which is part of their B.Ed programme. With the ESL classes related to the other courses that they are studying.

Despite all the above preparations for ESL, students are found lacking in ESL skills. The respondents highlighted the fact that they had no ESL orientation, no extra classes in ESL and they dont write an ESL entrance programme test. The disturbing fact is that these respondents have a support for ESL.

55 TABLE 3.5: Technikon Lecturers

Agree f 3.5.1 Lecturers teaching in ESL only 3.5.2 Lectures speak good ESL 3.5.3 Lectures using mother tongue/code Switching 3.5.4 Lecturers speak your mother tongue 3.5.5 Lecturers read ESL correctly 3.5.6 Lecturers spell ESL correctly 3.5.7 Lecturers use teaching media in ESL classes 50 64 %

Disagree f %

Total f % 100 100

62 30 80 16

38 80 20 80

49 28 70 70 30

61 21 35 52 88 10 88 10 27 50

39 80 65 80 12 80 12 80 63 80

100 100 100 100 100

Analysis of data

From the data contained in Table 3.5, the following could be deduced:

(a) The majority of the respondents (62 %) agreed that lecturers teach in ESL only. (b) The majority of the respondents (80 %) agreed that the lecturers have a good command of the spoken ESL. (c) The majority of the respondents (61 %) agreed that the lecturers do code switching when they are teaching. (d) The majority of the respondents (65 %) disagreed that lecturers speak the students mother tongue.

56 (e) The majority of the respondents (88 %) agreed that lecturers can read ESL correctly. (f) The majority of the respondents (88 %) agreed that the lecturers spell ESL correctly. (g) The majority of the respondents (63 %) disagreed that lecturers use teaching media in ESL classes.

Interpretation of data

Even though educators teach in ESL only, they speak good ESL and can code switch when they teach. Yet these educators cannot speak the respondents

mother tongue. With code switching being done in ESL and the educators mother tongue, it leaves the respondents with the burden of being taught in two languages that are both second languages.

The respondents maintain that these educators can read and spell ESL correctly, but these educators do not use teaching media in their ESL classes. Respondents therefore learn ESL in an abstract context and the burden is then on subject educators to be both ESL as well as content educators.

57 TABLE 3.6: Technikon study materials

Agree f 3.6.1 Study materials written in ESL 3.6.2 Preference of materials written in ESL 3.6.3 Meetings conducted in ESL 3.6.4 Making input on the quality of the Material 3.6.5 Finding it easy to study ESL material on your own 3.6.6 Having study materials for ESL 3.6.7 Understanding ESL meetings 3.6.8 Notes written in ESL 66 64 69 55 44 49 79 71 %

Disagree f %

Total f % 100 100

83 14 80 16 86 11 69 25 36 55 61 31 99 89 1 9

17 80 20 80 14 31 80 45 80 39 80 1 80 11 80

100 100 100 100 100

Analysis of data

Form the data contain in Table 3.6, the following can be deduced:

(a)

The majority of the respondents (83 %) agreed that their study materials are written in ESL only.

(b)

The majority of the respondents (80 %) agreed that they prefer study materials written in ESL.

(c)

The majority of the respondents (86 %) agreed that their meetings are conducted in ESL.

(d)

The majority of the respondents (69 %) agreed that they are allowed an input into the quality of study materials.

58 (e) The majority of the respondents (55 %) agreed that they find it easy studying their ESL material on their own on the other hand (45 %) maintain that they dont understand ESL material when they study it on their own. (f) The majority of the respondents (61 %) agreed that they do have ESL study materials. (g) The majority of the respondents (99 %) agreed that they understand when ESL meetings are conducted in ESL. (h) The majority of the respondents (89 %) agreed that their notes are written in ESL only.

Interpretation of data

The respondents maintain that their study material, meetings and their notes are written and conducted in ESL. The respondents prefer material written in ESL and they understand when meetings are conducted in ESL. Respondents are making an input in the compilation of the ESL study materials.

The ESL study materials and ESL meetings may contribute to the improvement of vocabulary and sentence construction of students. A substantial percentage

(45 %) however is not finding it easy to study ESL material on their own.

59 TABLE 3.7: Social use of ESL

Agree f 3.7.1 Using ESL to communicate with friends outside class time 3.7.2 Receiving ESL instructions in your extramural activities 3.7.3 Understanding your friends when they speak ESL. 3.7.4 Code switching when thinking. 3.7.5 Carrying transactions in ESL in public places. 3.7.6 Being understood when speaking in ESL 3.7.7 Understanding ESL stories and news on TV and radio %

Disagree f %

Total f %

49 42 79 61 54 72 24

61 31 53 38 99 1 76 19 68 26 90 8

39 80 37 80 1 80 24 80 32 10 80 80

100 100 100 100 100 100 100

30 56

70 80

Analysis of data

Form the data contain in Table 3.7, the following can be deduced:

(a)

The majority of the respondents (61 %) agreed that they communicate, using ESL, with their friends outside their classes.

(b)

The majority of the respondents (53 %) agreed that they receive ESL instructions about extramural activities.

(c)

The majority of the respondents (99 %) agreed that they understand their friends when they speak ESL.

(d)

The majority of the respondents (76 %) agreed that they are code switching when they think.

60 (e) The majority of the respondents (68 %) agreed that they carry transactions in ESL in public places. (f) The majority of the respondents (90 %) agreed that they are understood when speaking in ESL. (g) The majority of the respondents (70 %) agreed that they understand all ESL stories and news on TV and radio.

Interpretation of data

The respondents agreed that they communicate in ESL with their friends outside their classes. Also extramural activities are given in ESL. Friends are understood when conversing in ESL.

Yet code switching is used when students are thinking while doing transactions in public places. However, respondents maintain that they do not understand ESL stories and news on television and radio.

3.5 CONCLUSION

The data collection was done through a questionnaire that was distributed to educator trainees of TNG. Of utmost importance was the relationship between the academic performance of the educator trainees and their ESL proficiency.

61 The data collection followed by presentation and analysis brought to light this relationship. Thus this chapter entails the abovementioned. Implications for TNG tries to suggest the way forward in this field of study.

62

CHAPTER 4

GUIDELINES TO SUPPORT THE RELATIONSHIP BETWEEN ESL PROFICIENCY AND ACADEMIC PERFORMANCE OF EDUCATOR TRAINEES
4.1 INTRODUCTION

In this chapter the researcher will propose specific guidelines to improve the implementation of ESL as well as the academic performance of educator trainees at TNG. The guidelines are based on the most important findings from both the literature review as well as the empirical research.

The are aimed at the cohort of educator trainees. If followed securely, they should enhance the ESL proficiency of educator trainees at TNG and they will also result in the improvement of the academic performance of these students.

4.2 MOST IMPORTANT FINDINGS FROM THE LITERATURE SURVEY

The literature review stresses the fact that a language policy is of utmost importance. concerned. The policy would serve the best interest of all stakeholders Issued like the language of the global village, for the effective

communication of both the educator and educator trainees. Lastly a language that can be used in all situations (social, academic and at home).

63 In celebrating and promoting diversity language plays an important role. Thus a history of the chosen language should be highlighted together with the language policy. Language, learning, learning and thinking are three closely related concepts. The childs language development forms an integral part of his total learning and becoming. Better language development ensures an improved learning progress at school. The use of indigenous languages cannot be implemented due to the under development of their academic vocabulary. Unlike the European languages which have logic and a level of abstraction that the indigenous languages do not have those characteristics. Parents advocate for the use of ESL as a medium of instruction by insisting on this language rather than the teaching through the native languages. Time allocation for ESL is done on the basis of the fact that educators use this language for teaching and learning. Again the curriculum starts by The

developing the learners abilities to understand and speak ESL.

language is then facilitated across the curriculum. Educator trainees may further need special assistance and supplementary learning of ESL. Educators should consider their teaching practices, methods and media which they use for the effective teaching of ESL. Together with the enabling of educator trainees to apply their ESL to other subjects thinking skills. Researchers have tried to find the causal links between the ESL proficiency and the level of academic performance. They have hinted on the mother tongue proficiency leading to proficiency in a second language thus improving reading, writing and thinking skills of students.

64 Policy guidelines for the support of ESL suggest that: educator trainees

should be given initial interview for ESL together with an oral interview. Language samples and checks of students reading and listening

comprehensions. An orientation programme for ESL would serve as an important vehicle of ensuring effective language learning and better understanding of subjects taught through the medium of ESL. Effectiveness in teaching and learning will be achieved through the employment of the appropriate models of teaching ESL.

4.3 MOST IMPORTANT FINDINGS FROM THE EMPIRICIAL INVESTIGATION

The data collection was divided into three sections. These sections were:

4.3.1 Communication at home

The respondents do not speak English at home, although their parents speak ESL very well. Yet they do not speak ESL with their parents, though ESL was spoken at an age of 5-10 years. They, however, do speak ESL to their siblings at home.

4.3.2 Schooling career

ESL was already the medium of instruction as from grade three onwards in all school subjects. They obtained an A-D symbols at matric and they prefer ESL

65 over their mother tongue as a teaching and learning language. However they preferred both their mother tongue and ESL.

4.3.3 Technikon communication

It

was

agreed

that

respondents

had

ESL

classes

in

their

B.

Ed programme. With two periods per week allocated to ESL classes. Yet they do lack ESL support programmes. Even though ESL content related with that of other subjects there are no extra classes for it. Again it is highlighted that there is no programme entrance examination for ESL at TNG.

4.3.4 Technikon lecturers

Lecturers speak, read and spell ESL correctly. However they do not use teaching media when teaching ESL. Code switching is used even though lecturers cannot speak the educator trainees home language or mother tongue.

4.3.5 Technikon study material

Educator trainees understand when meetings are conducted in ESL.

Study

materials are written in ESL, meetings are conducted in ESL and they prefer ESL materials. Almost an equal percentage of respondents has agreed on finding it easy to study ESL materials and making inputs on the development of these materials.

66 4.3.6 Social use of ESL

Friends understand when spoken to in ESL and they are also understood when speaking to them in ESL. Code switching is the order of the day.

4.4 GUIDELINES FOR THE IMPLEMENTATION OF ESL PROFICIENCY AT THE TECHNIKON NORTHERN GAUTENG

4.4.1 Interviews

Initial interviews which include an oral interview should be conducted with given to first time entrants of the technikon. Submission of the unedited written language samples and checks of students reading and listening comprehension should also be done. Standardised tests and other assessment tools may form the basis of the initial assessment.

4.4.2 Entrance tests

An entrance test can be given to prospective educator trainees. This test can determine time available for ESL, educator trainees age prior to exposure of ESL speaking and writing. Again prior exposure to the variety of ESL needed to

succeed within a particular education system and the length of time here.

67 Support programme

The support will assist the ESL service or instruction for proficiency in communicative and academic competence, with the ability to use the language for appropriate situations. An orientation programme would serve as the first step to the fully-fledged support programme. Assessment should be used to determine into which programme a student should be entered. Together with the duration and the nature of the programme for each student.

4.4.3 Extra ESL classes

The extra ESL classes should accommodate students who come from different linguistic and cultural backgrounds. Thus these classes should serve and

accommodate diversified students. Lastly class time must be outside the normal class timetable so that the normal academic procedures are not interrupted.

4.4.4 Language policy

A clear language policy must be drawn for ESL classes. The policy should serve to promote the ESL proficiency of students. Not only for passing ESL but also for proficiency and transferring the skills learnt into other subjects. These skills are thinking, listening and reading. Which are detrimental to effective and efficient academic competence.

68 CONCLUSION

According to this chapter guidelines for the implementation of support between the ESL proficiency and academic performance of educator trainees are highlighted. The literature review and data collection were used as springboards for the exposition of guidelines on the improvement of ESL proficiency at TNG. Thus the chapter tend to assist TNG on how to use the research to improve the status quo.

69

CHAPTER 5

OVERVIEW OF THE RESEARCH, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

5.1 OVERVIEW

a.

Chapter one outlined the research proposal wherein the selection and

formulation of the research problem was done. The chapter entailed the background of the study. embark on this research. Which highlights the reasons for the researcher to

Then follows the problem statement with a clear explanation of the problem area that prompted the study. Accompanied by the research aims and objectives.

Slicing the research problem into smaller categories that would make it possible for the theoretical background to be chosen.

Followed by the research methodology. The purpose here was to outline how the research will be conducted. A proposal or chapter one should follow these steps:

70 TABLE 5.1: Research steps STEPS A B C D E F G ACTIVITIES 1. Choose a topic 2. Rationale for study 3. Problem statement 4. Research aims and objectives 5. Research methodology 6. Elucidation of concepts 7. Research programmes

b. In order for chapter two to correlate with chapter one, it was decided by the researcher to do a theoretical background of the study. Thus scientifically proven research theory was read. The reading culminates in a logical presentation of the information. This would then assist the researcher and recommendations already done. Yet it would be futile to copy other researchers. The theoretical background was used to:

1. 2.

Qualify the topic as researchable. Highlight the fact that some research was already done in the researchers field of study.

3. 4.

Bring forth recommendations already made by other researchers. This recommendation would then assist in laying a solid and scientific background for the research.

5.

Focus on the issues which are relevant to the research.

71 The focus would be assisted by policy documentation based on language usage and language teaching and learning in academic institutions.

c. Chapter three provided an extension to chapter two. From the theoretical background the following was done:

1.

The aims and objectives of the study were revised. The aim was to realign these as they were presented in chapter one.

2.

Research methodology was presented and had to tally with its presentation in chapter one. collection. This has to be the same as they were used in the data

3. 4.

The pilot study and research instrument were used. The handling of questionnaires and return rates were done.

The chapter was concluded with the data presentation, analysis and interpretation of collected data.

d. Chapter four incorporated a combination of both chapter two and three. It was done in the following way: 1. 2. The chapter focused on the guidelines for the implementation of the study. In order to ascertain that the above was well done, guidelines to support the relationship between ESL proficiency and academic performance of educator trainees was highlighted. 3. The most important findings from the literature were presented. Here the researcher had to present findings that were crucial to the research. These

72 would then build a bridge into the data collection issue, using the theoretical background outlined done in chapter two. 4. Data was divided into six categories, namely, communication at home, schooling career, Technikon communication, lecturers speaking ESL, technikon study material and social use of ESL. The areas were to assist in data collection, that would cover instances in which educator trainees had to communicate effectively with all stakeholders or participants within their academic institution. From these the most important findings would be

brought to light. These would then assist in ESL improvement. 5. Guidelines for the improvement of ESL in the technikon would be sourced from 3 and 4 above. The guidelines were based on the findings of the

theoretical background and the findings from the data collected by means of the empirical investigation.

e. An overview of the research, findings, conclusion and recommendations were presented. The chapter outline with a highlight of important issues were

presented. Issued that guide the research are also brought to light. These issued include the findings of the research. Solving the research problem and the

attainment of goals are presented. This followed by the recommendations as well as issued for further research.

73 ATTAINMENT OF GOALS AND OBJECTIVES

The aim of the study was outlined in chapter one as the investigation of the relationship between the ESL proficiency and the academic performance of educator trainees. The aim has been attained by the study of literature that forms the background and an in-depth understanding of the research topic.

The research manifests itself in the form of the literature review. Researchers agree that if a student cannot comprehend or rather has the thinking, reading and writing skills in the language of instruction, then the student is doomed to fail.

The language of instruction in South Africa and beyond is ESL.

Thus it was

imperative for the study to first reveal the theoretical background on the relationship between the academic performance and the ESL proficiency.

The data had to be collected from TNG educator trainees. The data would then assist in the attainment of the aim of the study. Which has been attained.

However the attainment of the aim would largely be made possible by taking small steps. These small steps would take the form of the research objectives.

The research objectives tend to expose the following:

To determine the ESL proficiency of the educator trainees of TNG. These were attained through having three sections of the data collection process

74 dedicated to the proficiency and history of the ESL usage both at home and at school. To investigate the language background of the educator trainees. The ESL background of the educator trainees has been researched. It was

categorised into home, school and the ESL usage at tertiary level. The data collection instrument and the questionnaire are included in this section.

To determine the relationship between ESL and the academic performance of the educator trainees. The investigation here focused on the ESL pass mark that the educator trainees attained in their matric. Besides all these the usage of ESL by lecturers and in the study materials was revealed.

5.2

SOLVING THE RESEARCH PROBLEM

The continuous decline of the pass rate of educator trainees at TNG was the research problem that guided this research. The problem was formulated in

chapter one as follows: What are the reasons for the continuous decline in the pass rate of educator trainees in the faculty of Health and Social Sciences. Throughout the investigation the guiding factor was this problem. Thus by means of an extensive literature study and an empirical investigation the research problem was solved.

The data collection, presentation and analysis bears testimony to the attempt of solving the research problem. Categories drawn for data collection were related to the research problem. Hence the categories were composed of:

75 Communication in ESL at home Schooling career in ESL Technikon communication in ESL Communication in ESL with lecturer at TNG Technikon study material Social use of ESL

The categories contributed to the different aspects intended by the research problem and could be more readily researched. Educator trainees could respond more objectively to each of these different categories, leading to the attainment of more accurate research data. In context with the fore-mentioned the researcher is of the opinion that the research problem, including the different variables were solved scientifically and adequately.

5.4 FINDINGS AND CONCLUSIONS

The most important findings of the study are outlined in the following paragraphs:

5.4.1 ESL communication at home

The respondents maintain that they dont learn ESL at home yet they speak ESL with their parents and siblings at home. Again they started speaking ESL at the age of 5-10 years.

76 It is then concluded that the ESL learnt at home was not enough to impart effective reading, thinking, speaking and writing skills. Which would then ensure a high level of academic performance brought about by a high level of proficiency in ESL.

5.4.2 Schooling career and ESL

Though ESL was a medium of instruction from grade three onwards the respondents still preferred firstly, ESL as a medium of instruction to their mother tongue and then, code switching when they are taught through the medium of ESL. They also alluded to the fact that they obtained an A-D symbol in their matric ESL.

The researcher comes to the conclusion that the respondents dont have a high level of proficiency in their mother tongue which would have led them acquiring a high level of proficiency in ESL.

5.4.3 Technikon communication in ESL

It was maintained that classes for ESL were part of the B.Ed programme, with two periods per week allocated for ESL. Yet there was not support programme or an entrance examination for ESL. However, the ESL content related with those of other courses on the B.Ed programme.

One would conclude that there is not enough support for these second speakers of English. Again there is no test that determines the proficiency level of the

77 prospective students. The positive relation of ESL content to other courses would guarantee an additional period of time per week. Two periods only wont be

enough to improve the proficiency of the educator trainees.

5.4.4 Technikon lecturers

Lecturers speak, read and spell ESL correctly. However, they do not use teaching media when teaching ESL. Code switching is used even though the lecturers cannot speak the educator trainees home language.

A clear language policy would assist and guide the lecturers in what languages to code switch when teaching ESL. The policy should serve to promote the effective teaching and learning of ESL.

This should not be for passing ESL only but it should promote the transference of the thinking, reading, writing and listening skills into other subjects. These can be attained if the lecturers know what is expected of them. Thus a need for a clear language policy still exists.

5.4.5 Technikon study material

ESL is used for conducting meetings, writing study materials and conducting meetings. Educator trainees are allowed to make an input on their study material which is in line with the democratisation of education.

78 The above would make it possible for the educator trainees to go through the initial interviews. These interviews would be used as a part of the entrance test. Over and above these then a written test and a reading test would be given.

5.4.6 Social use of ESL

Friends understand when spoken to in ESL and respondents are also understood when speaking to them in ESL. Code switching is the order of the day.

It is concluded that TNG may use ESL in social settings as a boost for language proficiency.

5.5 MOTIVATED RECOMMENDATIONS

RECOMMENDATION 1

The entrance of prospective educator trainees should start with an ESL interview. The interview should be an oral one. Together with this a submission of the

unedited written language samples and checks of students reading and listening comprehension should be submitted. Standardised tests and other assessment tools may form the basis of the initial assessment.

79 MOTIVATION 1

An oral interview allows the interviewer a chance to get to know the proficiency of the interviewee. Matching the responses of the interviewee with the samples

provides the interviewer the opportunity to choose a suitable support programme for the interviewee. The background of prospective educator trainees can be Only after an overall test can the educator

considered and accommodated.

trainees be placed and effectively assisted.

RECOMMENDATION 2

An entrance test can be given to prospective educator trainees. This test can determine time available for ESL, educator trainees age prior to exposure of ESL speaking and writing, together with the thinking and reading skills.

MOTIVATION 2

The age of exposure to ESL affects the proficiency of the educator trainees. This exposure should include speaking and writing. It is through these skills that

educator trainees can transfer ESL to other courses and improve their academic performance. Issues of thinking and reading skills can be applied to all courses with positive results.

80 RECOMMENDATION 3

A support programme which starts with an orientation course should be given to educator trainees. The programme should have sub programmes so as to

accommodate the diverse educator trainees. Which programme to be followed will be done on the background of trainees. Again the individuality of the student will determine the duration and the nature of the programme.

MOTIVATION 3

Educator trainees individuality will be considered. The individuality will be based on several issues. Like the background of the educator trainees. Some will be from families which dont speak ESL and others may be foreigners who will have ESL as a third language. definitely differ. Thus the duration and nature of programmes will

RECOMMENDATION 4

Extra ESL classes should be provided. These classes should be run outside of the normal class time. The diversity of educator trainees should be taken into consideration. Not only diversity in citizenship should be considered but also the linguistic and cultural diversity should be taken into account.

81 MOTIVATION 4

These classes would cater for educator trainees who come from different backgrounds. Thus accommodating differences in linguistics and culture.

Foreigners would need an orientation programme and continuous support. Unlike South African citizens who would need short but intense programmes which would assist them through their academic careers.

RECOMMENDATION 5

A clear language policy must be drawn for ESL classes. The policy must promote ESL proficiency. Not only for passing but also for transference of skills, e.g. These skills are detrimental to

reading, writing, thinking and speaking skills. acceptable academic competence.

MOTIVATION 5

The contents of a language policy at tertiary level should not stipulate the language to be used as a medium of instruction. Furthermore it has to outline the skills to be taught. Again entrance to a particular level of ESL should have some prerequisites. These prerequisites will take the form of support and remedial

actions in cases of problems and relapses.

82 FURTHER RESEARCH

Therefore the language policy is presented as an item that needs further research. The outline, contents and improvement areas need to be clearly given.

The language policy should categorise languages. Highlighting and explaining the background of each language. For instance a home language would be a Then the policy would

language spoken form the home of educator trainee.

outline the importance of this language in the academic life of the educator trainee. Especially how it assists in the acquiring of the ESL proficiency.

The contents of the ESL programme should be clearly set out. These contents will come in the form of different skills that may be transferred across the curriculum for effective teaching and learning. Skills would be applied first to ESL as it runs across the curriculum itself.

Examples of the skills would be reading, writing, speaking and thinking skills. Over and above these time allocation for both normal classes and extra classes should be stipulated.

Improvement areas would include individual programmes. would accommodate a diversified student body. address different needs and problems. across the curriculum may be investigated.

The programmes

Different programmes would

Ultimately an issue of multilingualism

83 5.5 CONCLUSION

This chapter provided an overview of the research. With findings and conclusions mapped out. Recommendations were made and are supported by accompanying motivation. These were tied to the relationship between the ESL proficiency of educator trainees and their academic performance. The policy on language was presented as an issue that needs further research.

It is of the utmost importance that the management of TNG should draft a language policy and implement the guidelines and recommendations emanating from this research. Not only will it assist educator trainees to master ESL easier, but it will also contribute to more effective study of the different subjects and ultimately increase their pass rates.

Later on it will also be a great asset to the trainees when they become professional educators who will be teaching subjects by means of ESL. Should they choose to further their studies after the initial training, it will be beneficial to them to b competent in ESL, allowing them more time and freedom to concentrate on contact matter and lifelong learning.

84 BIBLIOGRAPHY BERNHART, E.B. 1991. Reading development in ESL learning: empirical and classroom perspective. Norwood. New Jersey. Theoretical

BROWN, A. 1996. Developing language and literacy 3-8. Great Britain. BULLETIN VIR DOSENTE. 1978. Jaargang 10. RAU. CELE, H. 1999. Oppressing the oppressed through language liberation. South African Journal of Education. COLLIER, V. 1998. How long? Age and the rate of ESL for academic purpose. Tesol Quartely. COOK, V.J. 1991. Second Language Teaching. Edward Arnold. London. DEPARTMENT OF EDUCATION. 1999. Report 151 (99/101). Formal Technikon Instructional Programmes in RSA. DEPARTMENT OF EDUCATION. 2002. Revised National Curriculum Statement. Grades R-9. Pretoria. DREYER, H.J. & DRUMINY, P.A. 1993. Education 2. pedagogics. South Africa. Maskew Miller. Longman. A course in psycho

English as a Second Language: Policy framework. Ministry of Education. 1999. Government Press. British Columbia. ESL POLICY DOCUMENT. 1999. Ministry of Education. British Columbia. FALTIS, C.J. 2001. Teaching and Learning in Multicultural Classroom. New Jersey. Merrill. FORSTER, D. & LEIBOWSKI, B. 1998. A case study Journal for language teaching: ESL acquisition and academic literacy. Volume 32 Nr 1. GAY, L.R. & AIRASIAN, P. 1997. Educational Research: analysis and application. Prentice Hall. Ohio. Competencies for

HENGH, K., SIEGRHN, A. & PIDDEMAN, P. 1995. Multilingual Education in South Africa. Heinneman. Johannesburg. KILJOIL, W.R. & VAN DER WALT, C. 1997. Learn 2 teach: English language teaching in a multilingual context. Van Schaik. Pretoria. Language policy and plan for South Africa. 2000. Government Press. Pretoria. MARLAND, M. 1977. Language Policy. Educational London. Heinneman. (Language across the Curriculum).

85 MDA, T. & MOTHATA, M.S. 2000. After 1994. Juta & Company. Critical Issues on South African Education:

NEUMAN, W.L. 1997. Social Research Methods: Qualitative and quantitative approaches. Allen and Bacon. USA. NEUMAN, W.L. 2000. Social Research Methods: Qualitative and quantitative approaches. Allen and Bacon. USA. OVANDO, C.J. & COLLIER, V.P. 1985/1998. Bilingual and ESL classrooms. Boston. McGraw-Hill Book Company. POTGIETER, F. 1997. Understanding the South African Schools Act. Pretoria. Department of Education. RAMIREZ, L. & GALLARDO, O.M. 2001. Portraits of teachers in Multicultural Setting: a critical approach. Boston. Allyn & Bacon). RUBIN, A.M. & BABBIE, E. California. Belmont. 2001. Research Methods for Social Work.

SMYTH, G. 2002. Multicultural teaching. Routledge. London. SPOLSKY, B. 1990. Introduction to a general theory. Cambridge. University Press. Technikon Northern Gauteng, Staff Manual. 2000. TNG. South Africa. TUCKMAN, B.W. 1978. Jovanovich. New York. VAN DEN BERG, J. LLC.NPDE. UNISA. Conducting educational Research. Harcourt Brace

2003.

Learning guide:

Introduction to Learning Area.

QUESTIONNAIRE SECTION A
FOR OFFICE USE 1. BIBLIOGRAPHIC INFORMATION 1.1 Date of interview: DD 1.2 Gender : Male Female 1 1.2 2 MM YY

1.3 Age: 16-18 years 19-22 years 1 2 3 4 1.3

22-25 years

26+ years

2. DEPARTMENT PARTICULARS 2.1 2.1 Name of department: .. 2.2 Course: B.Ed Technical Commerce 1 2 3 2.2

Natural Sciences

2.3 Level: 1

2.3

3 4

FOR OFFICE USE 1 2.4

2.4 Home Language: N Sotho

Zulu

Xhosa

3 4

Venda

Tsonga

5 6

Shangaan

Swati

7 8 9

English

Afrikaans

Others (10) .. (state) 2.5

2.5 Province: Gauteng

North West

Mpumalanga

3 4

Limpopo

Free State

5 6

KwaZulu Natal

Eastern Cape

7 8

Western Cape

Northern Cape

Others (10) . (state)

3 SECTION B
Please make a cross (x) in the appropriate box that reflects your opinion of the following questions. Kindly respond to all questions. 1 strongly agree 1. 1.1 1.2 1.3 1.4 1.5 1.6 2. 2.1 2.2 2.3 2.4 2.5 2.6 3. 3.1 3.2 3.3 3.4 3.5 3.6 3.7 2 agree 3 disagree 4 strongly disagree 1 2 3 4 1.1 1.2 1.3 1.4 1.5 1.6 1 2 3 4 2.1 2.2 2.3 2.4 2.5 2.6 1 2 3 4 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3 2 1

COMMUNICATION AT HOME Do you speak English at home Do your parents speak English very well Do you speak English to your parents Did you start speaking English at an early learning age (5-10 yrs old) Did you learn English at home Do you speak English to your siblings SCHOOLING CAREER ESL Did you get a (A-D) symbol in your matric English Did English become a medium at Grade 3 Did you study English as a subject at school? Did you prefer being taught in English Did you prefer being taught in your mother tongue Did you prefer being taught in English and your mother tongue TECHNIKON COMMUNICATION Did you have any English orientation at Technikon Did you get any program entrance test for English Do you have English classes in your programme (B.Ed) Do you have (1-2) periods per week for English Do your English classes relate to your other courses Do you attend extra English classes? Do you have support programme for students who do not have a good symbol in matric English LECTURERS Do your lecturers teach in English only Do your lecturers speak good English Do your lecturers use your mother tongue if you do not understand English Do your lecturers speak your mother tongue Do your lecturers read English correctly Do your lecturers spell English words correctly Do your English lecturers use other teaching media e.g. radio, video MATERIALS Are your study materials written in English only Do your prefer materials written in English only Are your meetings conducted in English Are you expected to make an input on the quality of your materials Do you find it easy to study your materials on your own Do you have any study materials for English Do you understand when meetings are conducted in English Are your notes written in English

4. 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5. 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8

4 4.1 4.2 4.3 4.4 4.5 4.6 4.7

4 5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8

6. 6.1 6.2 6.3 6.4 6.5 6.6 6.7

SOCIAL USE OF ESL Do you use English when you communicate with your friends outside class time Do you receive instructions in English in your extramural activities (sports/drama) Do you understand your friends when they speak in English Did you find yourself thinking in your mother tongue and speaking in English Do you find it easy to carry transactions in public places in English Do others understand you clearly when you speak in English Do you have a problem understanding English stories and news on TV or radio

4 6.1 6.2 6.3 6.4 6.5 6.6 6.7

1. 1.1 1.2 1.3 1.4 1.5 1.6

COMMUNICATION AT HOME Do you speak English at home Do your parents speak English very well Do you speak English to your parents Did you start speaking English at an early learning age (5-10 yrs old) Did you learn English at home Do you speak English to your siblings

4 1.1 1.2 1.3 1.4 1.5 1.6