|Institution:||University of Pretoria|
|Full text PDF:||http://hdl.handle.net/2263/56917|
The text-based approach is prescribed alongside the communicative approach in the CAPS. This study explores the implementation of the text-based approach and its contribution to English FAL for the development of communicative competence in Grade 4 in public schools in South Africa. Grade 4 is the entry level into the Intermediate Phase of primary schooling, subsequent to a three or four year period of schooling in the Foundation Phase. A number of educational reports have shown that in many schools learners across all phases fall short of the requisite language and literacy skills in English. Studies also reveal that as a result of teachers lack of high literacy levels, poor subject knowledge and inadequate teaching methods, many public schools fail to develop learners communicative competence that is essential for cognitive development, for using English as a Language of Learning and Teaching and for successful academic learning. Moreover, research reveals that little is known on how academic literacy is developed at primary level. Teachers knowledge and skilfulness denote what is termed pedagogical content knowledge , which is deemed vital in any teaching and learning situation. It is thus imperative that the text-based approach to language teaching be executed optimally to benefit learners as they progress through the years of basic education. This study employs a congruent parallel mixed method strategy which incorporates both qualitative and quantitative research designs for complementarity, and crystallisation is achieved by means of the employment of different data collection methods. It is anchored in the interpretivist-constructivist philosophical paradigm and underpinned by renowned and internationally acclaimed theories of language teaching and learning. The results reveal that the traditional approach to teaching was still maintained and that the text-based approach was implemented by means of achieving daily requirements, in the form of scripted lesson plans, of the departmental intervention strategy, the GPLMS. Furthermore, teachers had limited knowledge of what the approach entailed and curriculum matters were not adequately understood. Although the approach was found suitable and advantageous, its major deficiency was failure to develop learners communicative competence.; In die Kurrikulum- en Asseseringsbeleidsverklaring (KABV) word die teksgebaseerde benadering naas die kommunikatiewe benadering voorgeskryf. Hierdie studie ondersoek die implementering van die teksgebaseerde bandering en die bydrae daarvan tot Engels Eerste Addisionele Taal vir die ontwikkeling van kommunikatiewe bevoegdheid in graad vier in openbare skole in Suid-Afrika. Graad vier is die intreevlak tot die Intermediêre Fase van primêre skoolopleiding wat volg op die drie- of vierjaartydperk van skoolopleiding in die Grondslagfase. Dit blyk uit verskeie opvoedkundige verslae dat leerders in baie skole in alle fases nie oor die nodige taal- en geletterdheidsvaardighede in Engels beskik nie. Studies toon ook dat onderwysers se… Advisors/Committee Members: De Jager, Lizette J (advisor), Engelbrecht, Alta (advisor).