Browsing by Author "Pillay, Ansurie."

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Challenges when writing English: a case study of Grade 8 Second Language learners in a rural school in KwaZulu-Natal.
(2019) Ndlovu, Prince Excellent.; Pillay, Ansurie.; Campbell, Bridget.
The purpose of this dissertation was to explore the challenges facing grade 8 English Second Language (ESL) speakers in a rural school of Siyazimelela District in KwaZulu-Natal when writing in English. This study was underpinned by the interpretive paradigm. The intention of interpretive paradigm is to comprehend and clarify the world of the participants using their own perceptions. Hence, I used it to discover from participants’ point of view what challenges they faced when writing in English, why they face such challenges and how they cope with the challenges when writing in English. Data was generated through questionnaires, dialogues and informal letter writings. Total population sampling, a type of purposive sampling where the total population or all participants are included in data generation was used. This study was also shaped by three research objectives: To explore the writing challenges faced by Grade 8 English second language learners at a rural school in KwaZulu-Natal, to understand why Grade 8 learners at a rural school in KwaZulu-Natal face writing challenges and to explore how Grade 8 learners at a rural school in KwaZulu-Natal coped with the challenges when writing English. The findings revealed the challenges faced by ESL learners when writing, the reasons for such challenges and how they dealt with them were interwoven. Participants lacked comprehension skills, had mother-tongue deficiency which transferred itself to the ESL, lacked understanding of grammatical rules, punctuation skills and spelling, and there were inadequacies of teacher methodology which affected learners’ abilities to write in English. The reasons for ESL learners facing these challenges were linked to the fact that most of them did not attend early childhood development (ECD) centres, low self-esteem/ motivation, did not read English at home and lacked the resources needed to enhance writing. Lastly, the findings revealed that participants coped by seeking assistance from family members and fellow classmates, and sometimes, in frustration at their perceived lack of skills, they would just not write anything. The study proposes that Department of Basic Education (DBE) turns its attention on rural education particularly ECD programmes so that strong foundations for our learners are laid. Key words: Krashen Monitor Model, English Second Language (ESL), Writing, Challenges, Rural, Thematic analysis.
Code-switching in the English Second Language classroom: a case study of four rural high school teachers in uMbumbulu, KwaZulu-Natal.
(2019) Shinga, Sibongile Elizabeth.; Pillay, Ansurie.
Due to the multicultural setting of South Africa, eleven languages, which include English, Afrikaans and nine indigenous languages including Xhosa, Zulu, Swati and Ndebele, Southern and Northern Sotho, Tswana, Venda and Tsonga, have been awarded equal status as official languages. Despite the continued support for English as the prestigious language of wealth and success from Black parents, English Second Language (ESL) learners are often found to struggle in developing the expected competency in the language both inside and outside the classroom. The Department of Education expects teachers to be skilled in assisting learners who experience a barrier to learning and understanding English in the ESL classroom. This study argues that teacher’s Code Switching (CS) provides solace for learners who struggle to understand what is taught in class. Despite the feeling of justification for CS use in ESL classrooms, teachers feel they are not only breaching the official language policy but, also, what is presented to them as best classroom practice. In this thesis, I attempt to show the necessity and value of CS in such circumstances. Although a large body of research has been done on ESL classroom codeswitching, there is a shortage of such studies in Black rural high schools. This study aimed to explore where, when and how instances of teacher CS occur in four rural high school ESL classrooms, the attitudes teachers have towards it, as well as, their experiences of using it in the classroom. Through utilizing three research instruments, namely, concepts maps, open-ended questionnaires and open-ended audio-recorded telephone interviews, data was collected over a period of six months. Findings in this study indicate that CS is still widely used by ESL teachers and considered successful in clarifying difficult concepts in Literature and Comprehension. Learners were found to enjoy lessons and were actively involved throughout the activities that were performed in class. On the other hand, teachers expressed feelings of resentment towards CS use in ESL classrooms maintaining that it makes learners lazy to independently learn the new vocabulary necessary to develop their competency in English language.
The effectiveness of cooperative learning in an English first additional language classroom.
(2013) Ngubane, Nomalungelo Isabel.; Pillay, Ansurie.; Mthembu, Andrias Bheki.
The purpose of this action research study was to investigate whether the implementation of cooperative learning strategies improved learner-learner interactions and teacher-learner interactions and enhanced the relationships between the teacher and learners and amongst the learners in an English First Additional Language (EFAL) grade 10 classroom in a township secondary school. The sample population, of forty learners, was from one class of grade 10 EFAL. Cooperative learning strategies were implemented into the EFAL curriculum and learners were observed throughout the study on how they used cooperative learning. In addition, interviews were used to determine learners’ perceptions and experiences of using cooperative learning. The results indicated that learner-learner and teacher-learner interactions improved when EFAL learners were engaged in cooperative learning activities. The results from this study concluded that cooperative learning, when used effectively in an EFAL classroom, enhanced interactions, developed positive relationship between the teacher and learners and amongst learners, supported EFAL skills, and improved learners’ motivation towards their learning.
Enabling student teachers of literature to become agents of change.
(2013) Pillay, Ansurie.; Narismulu, Gayatri Priyadarshini.
This thesis reports on a study involving student teachers of literature in a teacher education programme who used literary texts as catalysts for implementing change. The researcher asserted that if student teachers are empowered with sound disciplinary knowledge, effective pedagogical tools and an understanding of how to bring about academic and social change, they can make a difference to the lives of their learners, irrespective of context or resources. Critical pedagogy served as the theoretical framework for the study which was characterised by a system of interventions within six participatory action research cycles. The researcher found that participants responded positively to co-operative, experiential learning strategies in lecture-rooms that were perceived to be safe. When participants recognised that their views were respected, their interactions with others were characterised by respect as well. They realised that having agency and voice did not mean denying others the same. They felt empowered to make decisions and access resources, and they embraced challenges perceived to be valuable. By the end of the study, participants recognised that teachers can serve as primary resources in schools if they empowered themselves with deep content knowledge, pedagogical skills and a transformative agenda, and if they actively engage learners, scaffold learning, build on prior knowledge and skills, affirm histories, and enable a classroom where learners’ contributions are valued. Participants established that to serve as agents of change in the classroom, teachers need to critically reflect on their practices and confront their prejudices. In addition, they need to ascertain the underpinning philosophy of their practices. Only then can they determine the roles and functions that comprise their identities as teachers. Ultimately, the researcher draws on the knowledge from participatory action research, critical pedagogy and literary texts to enable change agency in a lecture-room at a School of Education. The thesis adds to the discourses on teacher education, participatory action research, critical pedagogy and change agency and contributes to knowledge by showing that using participatory action research and critical pedagogy in a lecture-room is feasible and useful in enabling the transformation and empowerment of students.
Experiences of the South African high school classroom : a case study of high school English classroom experiences of student-teachers of English at a University in KwaZulu-Natal.
(2016) Anyanwu, Munachiso Anselm.; Pillay, Ansurie.
The purpose of this study was to understand student teachers’ experiences of the high school English classroom, and the impact, if any, of their experiences on their decision to become teachers, especially teachers of English. It is said that the quality of an education system is boosted by the quality of its teachers. Therefore, the purpose of my study is, furthermore to explore if student teachers’ perceived ability to function and perform as expected in tertiary studies is informed by their experiences of high school, and if their experiences of high school have anything to do with their decisions to become teachers. The respondents in this study were third year English Major students of the School of Education at a University in KwaZulu-Natal. With its emphasis on experiences, the study utilised a phenomenological framework. Underpinned by an interpretivist paradigm, the study used a qualitative case study method. Data were collected through questionnaires, individual semi-structured interviews and written narrative accounts. This study found that student teachers of English at a university had both negative and positive high school experiences, not just of schooling but of learning English. These experiences were subjective as it was predicated on each individual’s unique circumstance and context. Each context was found to be as unique to the individual as it is his/her experience. This study also found a disparity between student teachers’ experiences of urban schools and rural/township schools. While most urban schools enjoyed better facilities, quality teachers and teaching, township and rural schools were dilapidated and lacked quality, both in teaching and infrastructure. It also found that these experiences have impacted both positively and negatively on their current learning experiences at the university. The findings revealed that the experiences student teachers had had at high school often prompted them to become teachers. This study therefore concludes that high schools play a vital role in the future life of students, either in their academic life or in careers. It thus becomes imperative that high schools recognise their impact on students’ lives.
Factors affecting fluctuating language results at matriculation level: how principals at ten schools in the Harry Gwala district of Kwazulu-Natal explain the phenomenon.
(2022) Coetzee, Morne Johan James.; Pillay, Ansurie.
English has become the language of instruction in many South African schools despite most learners not being first-language English speakers. This phenomenon is not unique to South Africa. In the Harry Gwala district, KwaZulu-Natal, where this study was conducted, many schools, with predominantly IsiXhosa- or isiZulu-speaking learners are expected by the Department of Basic Education to achieve a 100% pass rate in English first additional language at the matriculation exit-level examination; however, this expectation has not always been realised. At the sampled schools, English is both a subject and the language of instruction for all subjects. Although using the same curriculum, several schools in the sample achieved the expected 100% pass rate in English first additional language for five or more consecutive years, while others did not. This thesis aimed to explore the factors affecting the results at matriculation level. To obtain answers, school principals at ten schools in the designated area were asked to explain the phenomenon. Using an interpretive paradigm, qualitative approach, and case-study design, and generating data through interviews, questionnaires, and schools’ subject improvement plans (SIPs), the study engaged with the principals to explore their insights. The study revealed that numerous factors contribute either to the success or failure of schools’ results, and their ability to achieve the set targets. The study found that principals explained results by considering the management of the education process, including class sizes, teacher qualifications, and the resources available. It became clear that principals understood the factors that shaped the results. Principals were influenced by their experiences and practices as principals, together with the contextual realities of their schools. While target-setting, rewarding academic performance, and pursuing outside partnerships were highlighted as measures to improve English results, many SIPs to improve English results appeared to be cosmetic. Of concern was the choice of languages at various stages of learners’lives determined by schools language policies, as well as the preferences of the communities for English as a subject and as the language of. instruction. What became clear is that mother-tongue proficiency, a prerequisite for future linguistic development, was not enabled for learners in many of the sampled schools. Keywords: Basic Interpersonal Communication Skills (BICS) English results appeared to be cosmetic. Of concern was the choice of languages at various stages of learners’ lives determined by schools’ language policies, as well as the preferences of the communities for English as a subject and as the language of instruction. What became clear is that mother-tongue proficiency, a prerequisite for future linguistic development, was not enabled for learners in many of the sampled schools.
Grade 11 learners’ engagement with representations of violence in Athol Fugard’s novel, Tsotsi.
(2021) Oldfield, Bronwyn Mary.; Pillay, Ansurie.
Literature such as Tsotsi has been introduced in public schools in South Africa, with the intention to provide learners with literature with which they are able to relate. However, few studies have been conducted to establish how the learners view the representations of violence within these novels, whether they are able to identify these violent acts within their own lives and whether the violence they have experienced has affected their perceptions of violence within these novels and their lives. This study sets out to answer these questions using a critical paradigm, qualitative approach, and a single case study of 76 grade 11 learners in a school in Newlands East, Durban. This study was anchored in the ideologies of Freire’s critical pedagogy which includes constructing knowledge through the facilitation of meaningful discourse on the power relations and social justice issues in society. In order to generate data for this study, three data generation methods were used which includes an open-ended questionnaire, a written task, and a visual data task, allowing the learners the opportunity to express themselves fully, while ensuring triangulation takes place. The data was then collated and through the structures of the thematic data analysis method, the data was thematically grouped and interpreted. The data indicated that many learners have been exposed to various types of violence, with physical violence being the most easily identified and commonly experienced of all. Sexual violence was commonly identified but seldom experienced by the learners. Learners were also able to identify types of violence found within the novel which included physical, emotional, and sexual violence, as well as abuse and crime. This study emphasises the impact that representations of violence in communities have on the learning and teaching of literature and recognises the importance of teaching literature by understanding learners’ backgrounds and through the ideologies of social justice.
"History through drama" : perceptions, opinions, and experiences of history educators in the further education and training (FET) band at schools in the eThekwini region, KwaZulu-Natal (KZN).
(2007) Pillay, Ansurie.; Wassermann, Johannes Michiel.
The National Curriculum Statement for history aims to make history accessible and enjoyable to all learners. To do this, educators have to interest and engage their charges in the classroom by using learner-centred methodologies, including drama strategies. This study aimed to determine the perceptions, opinions, and experiences of history educators in the Further Education and Training (FET) band at schools in the eThekwini region, KwaZulu-Natal (KZN). To determine such perceptions, opinions, and experiences, mixed research was undertaken using both quantitative and qualitative methods. The research process began with the quantitative method using a questionnaire, and was followed by the qualitative methods using interviews and observations. However, data analysis of both strands of the research process was integrated, following the requirements of mixed research. The research revealed that while the sampled educators experienced many frustrations in their classrooms, they claimed to want to improve their methods of teaching. They alleged to believe in the power of drama strategies to engage their learners and build historical skills, but very rarely used these strategies. Because they perceived drama to imply putting on a play, they could not envision drama strategies to serve as effective teaching methodologies, and generally used traditional methods of talking and reading in their history classrooms to feed facts to learners. The system in which they worked appeared to conspire against them as it demanded prescriptive requirements while advocating creative methodologies. Thus, sampled history educators resorted to what had worked in the past, and used methodologies which no longer conformed to the present curriculum's requirements.
International students' experiences of taking a language and media studies honours specialisation at a South African university.
(2016) Adekunle, Temitope Oluwakemi.; Pillay, Ansurie.
This study focused on international students’ experiences of taking the Language and Media Honours specialisation and utilised an interpretive paradigm and hermeneutic phenomenology as a theoretical framework. In order to do an in-depth qualitative study of participants’ experiences, a case study research design was employed. Two objectives (to explore international students' experiences of taking a Language and Media Studies Honours Specialisation at a South African University and to consider why international students have such experiences of taking the said specialisation) shaped the study. Eight participants, who were international students who had taken the Language and Media Honours specialisation from 2011-2014, were purposively selected to take part in the study. The qualitative methods of data collection (visual methods, open ended discussions and open ended narratives) were used to collect data from participants. The choice of the hermeneutic phenomenology helped the researcher to interpret the data. It also enabled a broadened understanding of the participants’ experiences as well as offered meaningful insight into their experiences. The research findings indicated that participants’ experiences and the reasons for the experiences were intertwined. The findings revealed that participants had negative experiences with lecturers’ teaching styles, the perceived inefficiency of the international relations office and the lack of funding. There were also difficulties experienced with academic writing, a perceived rigid programme structure, and uneasy relationships with their lecturers and local peers, as well as fellow international students. In addition, they experienced initial confusion, loneliness and language difficulties. On the other hand, the findings revealed that participants had positive experiences of gaining work opportunities, which assisted with their funding problems. In addition, the work opportunities assisted in enabling familiarity with the university. Other positive experiences included making friends from beyond their immediate circles, learning new concepts, and breaking barriers, which helped to acclimatise them to their new setting. Ultimately, the findings indicated that various kinds of support are needed to improve students’ experiences of international study. Such support could assist future international students’ studies and make the institution marketable for students globally.
Learners' understandings and reflections of place and belonging in Sophiatown: explorations in a grade 11 English classroom.
(2022) Mungal, Denosha.; Pillay, Ansurie.
Issues of place and belonging are major themes in the play, Sophiatown, and are issues that play a significant role in the lives of grade 11 learners. The history-based play, Sophiatown, is studied across many South African secondary schools and was found to be suitable for this study which aimed to explore grade 11 learners’ understandings and reflections of place and belonging in the play, Sophiatown, and in their own lives. The theoretical framework underpinning this study is two-pronged, using the theories of Place Attachment and Place-Belongingness. This study used a qualitative case study within an interpretivist paradigm and employed thematic analysis. The sample consisted of 102 grade 11 learners from a secondary school in KwaZulu-Natal, South Africa. In analysing the text and learners’ responses from a diary entry, Venn diagram, an open-ended questionnaire and focus group interviews, six findings emerged. The overall findings may be categorised as follows: grade 11 learners ‘deep reflections and understandings of place and belonging; the importance of place and belonging for grade 11 learners; grade 11 learners’ astute reflections of their communities; recognition of Sophiatown as a paradox; recognition of Sophiatown as a place of belonging; insightful comparisons between place and belonging in learners’ communities and Sophiatown. Although place and belonging remain well researched in the field of psychology, it was found to be lacking in the field of education. There is a great deal of literature focusing on Sophiatown, the place, and its history, but there appears to be limited literature available regarding the play, Sophiatown, and even less literature available exploring issues of place and belonging in the play. Thus, this study aimed to address these gaps. Seeing that issues of place and belonging play a significant role in the lives of learners and remain major themes in the play, Sophiatown, it is important that these areas are focused on while studying the text and that learners are given given the chance to draw on their own lives as this will allow valuable information to be communicated in the literature classroom.
Literacy practices of english second language first year students at a university of technology.
(2018) Mabaso, Cleopatra Ntombezinhle.; Pillay, Ansurie.
This dissertation reports on a study involving English Second Language first year students at a University of Technology. In this study, I argue that English Second Language first year students’ early literacy practices have an influence on their academic literacy. Sociocultural theory serves as the theoretical framework, and, using four data generation methods I aimed at eliciting participants’ stories on what they considered to have been their early literacy practices and how they understood those practices to have influenced their current academic literacy, was used. The participants were able to narrate their stories clearly through the varied data generation methods. This study adopted an interpretivist paradigm, allowing me to hear and understand participants’ perceived realities on their early and current literacy practices. Participants realised that their academic performance was shaped by their home literacy environment, and primary and secondary education. They understood that even though an English rich home literacy environment and English-medium schools might have better prepared some of them to comprehend English at university, academic literacy, particularly academic writing, remained a foreign concept with which they all seemed to grapple. Participants were aware that they needed to adapt to the new university literacies and that they were largely responsible for the assimilation of these university literacies in order to perform positively. Additionally, participants felt empowered to participate in this study, as it allowed them introspection, awakened the desire to improve academically and enabled a cathartic experience, as some were able to let go of negative past events, which affected present literacy experiences. One implication from the findings is the acknowledgement that fluency in English does not necessarily imply competency in academic literacy and academic writing. This dissertation adds to the discourse on academic literacy and English Second Language first year students’ literacies, by demonstrating that the combination of an interpretive paradigm together with sociocultural theory, enables an understanding of the literacy practices of English Second Language first year students at a University of Technology.
On developing reading skills for biology : the role of the communication in science module (SCOM).
(2013) Tutshana, Vivienne Nomathamsanqa.; Pillay, Ansurie.
This is an interpretive study to determine the role of the Communication in Science (SCOM) module in developing reading skills for the Biology mainstream module. Module course outlines, interviews with SCOM and Biology tutors and ex- SCOM students were used in this study. To better understand the role of Communication in Science in developing the reading skills for Biology, interviews, course outlines and ex-SCOM students’ written work were considered. The critical questions that framed the study were: 1.What are the reading requirements for Biology? 2. How are students expected to demonstrate their understanding of these requirements? 3. How does the SCOM module prepare students for the demands of the mainstream Biology module? The theoretical framework adopted in this study is the constructivists’ theory in which students actively construct their learning. Using an interpretive paradigm, qualitative data was collected. The Biology course outline was used to identify the disciplinary reading fundamentals of Biology. The SCOM course outline was used to evaluate the perceived impact of SCOM. Students’ written work was examined to assess their demonstration of their understanding of the use of basic reading for Biology. An interrogation of these tools provided answers to the research questions. From this study, it was found that the SCOM coordinator and ex-SCOM students believed that the module played a crucial role in developing reading skills for Biology. However, the researcher acknowledges that there could have been other factors that contributed to their performance besides the SCOM module. The students indicated that SCOM should be incorporated into the Science mainstream module so that it may assist other students who are struggling to read effectively. On the whole, the use of comprehensive approaches when teaching reading can significantly contribute to comprehension, especially for students who struggle with reading.
Reading habits of first-year students at a university of technology in KwaZulu-Natal.
(2016) Mbhele, Sebenzile Paulette.; Pillay, Ansurie.
Reading plays a very vital role in the academia and for individuals’ personal growth and development. There appears to be a strong link between good reading habits and academic success. This study explored the reading habits of first-year students at a University of Technology in KwaZulu-Natal, South Africa. The objectives of the study were to identify the materials that students read and explore the purposes for reading. The study was underpinned by various theories on motivation. This was a qualitative case study research and data was collected using three data collection tools: an open-ended questionnaire, draw-and-write technique and focus group discussion. The sample for the study was a class of 83 first-year students from the Faculty of Engineering. The findings showed that while students valued reading, they read occasionally or once a week, implying that students are not in the habit of regular reading. The study found that the materials read and enjoyed by students were books (inspirational, religious, novels), internet (social media and websites), magazines and newspapers. Academic books were less popular. The main purposes for reading for many students were largely extrinsically motivated to pass tests and examinations and to improve their English language proficiencies. The study recommended that lecturers should design reading materials that are visually appealing and they should incorporate the use of technology in their teaching. The study also recommended early introduction and exposure to different reading materials to improve reading habits.
Reading habits of grade 6 pre-adolescents at a primary school in Ottawa, KwaZulu-Natal.
(2017) Dorasamy, Rochelle.; Pillay, Ansurie.
Studies have found that South African students lack adequate literacy skills. The problem may stem from a lack of reading material in vernacular languages, the language barrier, educators not being trained to teach literacy and the absence of libraries in some schools and communities. As a teacher of English, I wanted to explore and understand the reading materials which appealed to students and which they read, and their reasons for reading. The interpretive paradigm was used in this study with a qualitative approach. Three data collection instruments were used to bring about triangulation and they included an open-ended questionnaire, written document (reading log) and a visual document (poster). The questionnaire and the poster were administered to the 39 students at school; however, since the reading log entailed students keeping a record of everything they read over a two day period, students had to complete it at home. The study was underpinned by the theory of motivation with a specific focus on intrinsic and extrinsic motivation. The findings of the study revealed that the students at Dreamwood Primary read many texts which included: newspapers, school books, magazines, comic books, novels, religious books, posters/ charts, advertisements, mail, TV guide, T-shirts, and subtitles on television. Students read for several reasons. Some reasons include: learning for school purposes, completing homework, and because of their parents or educators instructing them to read. Other reasons for reading include: because they were bored, and/or wanted to pass the time. The findings are important as they revealed the materials the students enjoyed reading, and thus may be included in subsequent teaching and learning. However, since students read mostly to achieve good results, it is possible that educators are focussing on students reading for extrinsic motivation rather than reading for enjoyment (intrinsic motivation). Teachers may need to inculcate and foreground a love for reading and reading for pleasure in classrooms.
Reading programmes to encourage reading : teachers' and learners' perceptions and experiences.
(2011) Larter, Lieza Michelle.; Malaba, Mbongeni Zikhethele.; Pillay, Ansurie.
This research project is aimed at investigating the reading programmes, in four schools in KwaZulu- Natal, which serve to encourage learners to read. The schools involved in this research project were single- sex schools that were either private or government funded. My research involved interviewing the Librarians and English Heads of Department (HoDs) at each school to establish their experiences and perceptions of the reading programmes that are run at each school. I also interviewed a group of Grade 10 learners at each school in an effort to gauge their experiences and perceptions of the reading programmes at each particular school. The reading programmes at each school are also described and critiqued within my investigation and offered as examples of what successful reading programmes entail. These reading programmes were defined as successful by the Librarians and English HoDs who collaboratively run these programmes. Many learners who participated in these programmes did not deem them a success and offered suggestions for the Librarians and English teachers to amend these programmes. The qualitative components of my research (interviews) were complemented by the use of a questionnaire that was randomly distributed to 50 Grade 10 learners at each school. This questionnaire constituted the quantitative aspect of my research as the results were statistically analysed in a bid to validate the results of the interviews. Other strategies employed by the Librarians and English HoDs were also assessed and are offered as suggestions to other teachers or librarians who are struggling to encourage a positive attitude towards reading amongst their learners. Through my research I was able to conclude that the reading programmes that were investigated are generally a successful means of motivating adolescents to read because all the learners involved read more than they normally would. These programmes do not, however, always instil lifelong reading habits in learners because they do not facilitate the promotion of reading as a pleasurable activity that can be enjoyed in one’s leisure time.
Teachers’ approaches to and experiences of teaching literature to English second language learners at selected high schools in the Pinetown District, South Africa.
(2022) Zondi, Sboniso Praisegod.; Pillay, Ansurie.
Teaching literature in the English Second Language (ESL) classroom has been a core aspect of the English curriculum for decades in local and international contexts. The primary aim of this study was to explore the ESL teachers’ experiences and the approaches they use to teach literature in the selected high schools in South Africa. Literature is known to be a source of language development, imagery, critical thinking, learner motivation, social awareness, tolerance, self-awareness, and other skills and values. It is also believed that such skills and values are harnessed in learner-centred classrooms, with the teacher as a facilitator. However, findings also show that teacher centredness is also necessary but should be limited, so the teacher and the expertise cannot be entirely removed from the ESL literature classroom. It was noted that teachers’ childhood, high school, and tertiary experiences and approaches used have a direct influence on how they teach literature in their classes. The constructivist learning theory underpinned this qualitative case study as a theoretical framework. ESL literature classrooms must be constructivist by evoking learners’ prior knowledge and propelling them to use that knowledge to create new knowledge by assimilating it with what they already know. Traditional classrooms are often the cause of the lack of motivation for literature reading, lack of language proficiency, and, eventually, poor academic performance in literature. The approaches used by the teachers also have a direct influence on how learners engage in the classroom. Findings showed that teachers use different approaches to teaching literature, and they integrate skills and not just teach literature independently but infuse listening, writing and presenting. The interpretivist paradigm was adopted, and data were generated from a purposive and convenience sample of 12 English high school teachers from three schools within one education district. The researcher employed a qualitative questionnaire with open-ended questions, a visual method, semi-structured face-to-face interviews, and classroom observations to generate data. This thesis contributes to knowledge by showing that the teachers’ experiences and how they were taught have a direct bearing on their current teaching practices.
Teachers’ experiences of teaching an ancestral language in a multilingual context : the case of Telugu in Mauritius.
(2023) Yenkanah, Shailendra.; Pillay, Ansurie.; Govender, Nadaraj Kumeren.; Rughoonundun-Chellapermal, Nita.
Since the arrival of indentured immigrants to Mauritius in the 19th century, the teaching of the Telugu language has been present across various levels. Over time, it gained official recognition when it was formally incorporated into the curriculum as an ancestral language during the 1960s. The inclusion of ancestral languages as optional core subjects fulfils linguistic roles such as revitalisation, identity preservation, and cultural maintenance. This stands in contrast to compulsory subjects like English and French, which primarily serve as languages for epistemological development. Teachers teaching Telugu, like other ancestral languages, experience their role as teachers differently. This study delved into the nuances of these experiences. A case study design was employed to investigate and gain a deeper understanding of the experiences of teachers instructing Telugu in state secondary schools. Initial data sources, directed at the entire population, allowed me to obtain a comprehensive overview of the phenomenon and subsequently select participants for the subsequent phases. Adopting an interpretive phenomenological approach, I conducted semi-structured interviews with six participants in three distinct settings. The collected data were analysed through the application of a socio-cultural perspective and Bronfenbrenner's ecological systems theory. This approach and theory provided a framework to comprehend the experiences of a culturally and linguistically minority group of teachers within a multilingual environment. Various constructs and concepts such as ‘language power’, ‘’minority languages, ‘linguistic identity’, ‘language preservation’, and ‘revitalisation’ were unpacked and a thematic approach was employed to interpret and analyse the data. The study reveals that Telugu teachers exhibit a strong sense of attachment and belonging to the language of their immigrant forefathers, even though it is largely no longer spoken. Ascribing a distinct role and significance to their profession, these teachers exhibit language loyalty and actively contribute to the preservation of the language. Telugu teachers are actively involved in the revitalisation process, and the existing language policies lead to transformations in identities and experiences of Telugu teachers over time. Telugu teachers mediate the use and study of the language by maintaining a home environment where Teluguness is omnipresent. Socio-cultural factors influence the experiences of teachers and the participating Telugu teachers were socially involved and influenced by their engagement in socio-cultural activities in socio-cultural spaces.
Teachers’ experiences of teaching poetry to English second language learners: a case study of four high school teachers in KwaZulu-Natal.
(2020) Ngidi, Andile Bongekile.; Pillay, Ansurie.
The teaching of poetry has evolved over the years in classrooms focusing on First Language speakers of English and in classrooms in which English is learnt as a Second Language (ESL). Teachers working in ESL classrooms within various post-apartheid South African contexts grapple with the teaching of poetry to ESL learners. It is these experiences that this study aimed to explore, as lived experiences help us to gain insight into people’s perceptions, motivations and behavior. The objectives of this study were to understand teachers’ experiences of teaching poetry to ESL learners from rural and township schools. This was done to understand the extent to which such experiences were positive or negative and to what they attributed these experiences. The study also explored the methods that teachers used when teaching poetry as these choices could have a direct bearing on the experiences that emerge from the teaching process. In this interpretive, qualitative case study underpinned by phenomenology and Vygotsky’s socio-cultural theory, data was collected from a purposive sample of four teachers, two from rural high schools and two from township high schools. To collect data, semi-structured interviews, questionnaires, and document reviews of poetry lesson plans were used. The data was analysed using a qualitative analysis method which allowed for themes to emerge. The findings revealed that teachers’ engagement with poetry at high school or tertiary level played a part in their views about and experiences of teaching poetry in English Second Language classrooms as these earlier experiences directly influenced teachers’ pedagogy and in turn their experiences. However, the participants recognised the value of poetry in language learning, despite language barriers and a lack of resources at rural and township schools which has a direct bearing on their experiences. Teachers’ experiences of teaching poetry were also shaped by understanding who the learners are and the experiences learners bring with them into the ESL classroom. Finally, the findings revealed that some teachers indicated that they used a technicist stylistic form of engagement when teaching poetry and some indicated a more integrated, collaborative form of teaching both these methods spoke to the emergence of differencing experiences. However, there was sometimes a discrepancy between what teachers said they did when teaching poetry in classrooms and what their lesson plans revealed. This shed light to the fact that experiences cannot be investigation in isolation but that poetry teaching practices were closely linked to teachers experiences. Keywords: teachers’ experiences; poetry; English Second Language; teaching strategies.
Teaching philosophical developments in the dramatic arts classroom : an action research study to improve my teaching practices.
(2015) Pahlad, Mirasha.; Pillay, Ansurie.
In order to improve my teaching strategies in the Dramatic Arts classroom in which I teach, I conducted an action research study with my students. This study was underpinned by critical pedagogy and guided by four research questions. Firstly I looked at how effective my usual teaching strategies were. Secondly I determined what interventions were used to improve my teaching practices. Thirdly I explored how the interventions in my teaching practices, were used to improve the teaching and learning of philosophical developments in Dramatic Arts. Lastly I focused on how the interventions improved my teaching practices. I drew on the teaching strategies, interventions and action research studies of other educators and researchers. The participants of this study were Dramatic Arts students in a secondary school in the Durban South region. Data was collected using various methods such as pre-intervention questionnaires, observations, journal entries, test marks, a focus group interview and post-intervention questionnaires. After teaching each philosophical development, data was collected and thematically analyzed, according to positive and negative responses from students. Thereafter careful reflection took place. The analysis and reflections informed the next intervention that I created and used to teach the next section. The interventions included teaching strategies such as teacher led discussions, teaching at a slower pace, constantly repeating the content of the lesson, using more examples in the classroom, having an activity at the end of the lesson and replacing complex terms with simpler meanings. I also aimed to create a suitable teaching environment and used problem-based learning, visual images, quotes, hotseating, groupwork and group feedback. The teaching strategies that proved to be the most effective were teaching at a slow pace, using examples that students could relate to and replacing the difficult vocabulary with simple and more understandable words. These were the teaching strategies that allowed me to become a more effective and successful educator. As a result, my students understood well and performed better. This in turn, made my teaching strategies more effective, satisfying and enjoyable.
Using an English language club to enhance the learning of English at a high school in South Africa=Ukusetshenziswa kwe-English Language Club ukuphucula izinga lokufundwa kwesiNgisi esikoleni samabanga aphezulu eNingizimu Afrika.
(2022) Sheokarah, Jennifer.; Pillay, Ansurie.
This thesis focuses on how using an English Language Club can enhance the learning of English while empowering learners and encouraging them to take responsibility for their learning. A noticeable challenge at the site of the study, a school in Richards Bay, is that the existing approaches in a classroom may not be adequate in assisting second language learners to reach the desired proficiency in English due to the language background of learners and the overcrowded classrooms which prevents the use of more effective teaching and learning methods. The study adopted a critical pedagogy with aspects of Krashen’s theory. Interventions of innovative and fun activities, including outdoor teaching and learning, were implemented in the four-cycle participatory action research study, concentrating on listening and speaking, spelling and vocabulary, reading, and writing. The study revealed that a comfortable environment that recognised learners’ interests and the use of relatable and engaging activities not only enhanced the learning of English by reducing anxiety, but empowered learners to be involved in making the necessary decisions for the betterment of their learning. By the end of the study, participants were more conscious of their responsibility in their learning process. When they felt respected by their teacher and peers in the English Language Club, their fear of the language diminished, resulting in enhanced participation, giving learners a voice that was lacking in the classroom. The study also revealed the importance of critical reflection and dialogue in transforming learning. The use of entertaining activities, competitions and prizes were effective in motivating learners, ad served as efficient methods in developing learner responsibility. This thesis adds to the discourses on educational methods, critical pedagogy and participatory action research. It contributes knowledge by showing that using participatory action research and critical pedagogy in an ELC is effective for empowering learners while enhancing their learning of English. Furthermore, the study fills a research gap and expands the current body of knowledge on the use of English language clubs by focusing on four skills of English, unlike other clubs, and provides a working model of the combination of critical pedagogy and elements of Krashen’s theory to enhance the learning of English by creating a humanising environment and decreasing anxiety. Iqoqa Lolu cwaningo lugxile ekuhloleni ukuthi ukusetshenziswa kwe-English Language Club kungaliphakamisa kanjani izinga lokufundwa kwesiNgisi kube kunikeza abafundi amandla nokubakhuthaza ekuzibambeleni mathupha ukufunda kwabo. Inselelo eyagqama kakhulu esizindeni socwaningo okuyisikole esiseRichards Bay ukuthi izindlela ezilandelwayo zokufundisa ekilasini azanele ekusizeni abafundi abafunda isiNgisi njengolimi lokwengeza okungenza ukuthi balusebenzise ngendlela efanele ulimi lwesiNgisi. Lokhu kungenxa yesimo abaphila kuso abafundi kanye nokuminyana kwamakilasi okuvimbela ukusetshenziswa kwendlela ezifanele zokufundisa nokufunda. Ucwaningo lwasebenzisa indlela yokufundisa ehlaziyayo enezimpawu zenjulalwazi kaKrashen. Ukungenelela kwemisebenzi emisha nethokozisayo njengokufundisela nokufunda phandle kwasetshenziswa umjikelezo wakane wocwaningo lwababambiqhaza kugxilwe ekulaleleni nasekukhulumeni, ekupeleni nakulwazimagama, ekufundeni, kanye nasekubhaleni. Ucwaningo lwaveza ukuthi isimo esikhululekile esikuthathela phezulu okudingwa umfundi kanye nokunikezwa kwemisebenzi abafundi abayijwayele nebagcina bedobekile njengokuphakamisa izinga lokufunda isiNgisi ngokwehlisa ukukhathazeka kepha kuyabagunyaza abafundi ukuthi bazimbandakanye ekuthathweni kwezinqumo ezizokwenza ngcono ukufunda kwabo. Ekupheleni kwalolu cwaningo abababambiqhaza base bazi ngokulindeleke ukuba bakwenze mayelana nohlelo lokufunda kwabo. Lapho sebezizwa behlonipheka kothisha nakontanga kwi-English Language Club uvalo lolimi lwashabalala okwaholela ekuthini lenyuke nezinga lokuzimbandakanya kokwenziwayo; kwaba nezwi labafundi elallikade lingezwakali ekilasini. Ucwaningo lwaphinda lwaveza ukubaluleka kokuzihlola okujulile nokuxoxisana ekuguqulweni kwendlela yokufunda. Ukusetshenziswa kwemisebenzi yokuzijabulisa, imincintiswano kanye nemiklomelo kwabakhuthaza abafundi kwaphinda kwaba yizindlela ezisebenzayo ekuthuthukisweni kokuthatha amagunya njengabafundi. Lolu cwaningo luyathasisela ezingxoxweni ezimayelana nezindlela zokufundisa, ukufundisa okuhlaziyayo, kanye nocwaningo lwababambiqhaza. Luyanezezela nasolwazini ngokukhombisa ukuthi ucwaningo lwababambiqhaza nokufundisa okujulile kwi-ELC kunamandla ekugunyazeni abafundi kube kuphakamisa nezinga labo lokufunda isiNgisi. Iqembu elingafani namanye amaqembu, kanti futhi lunikezela ngemodeli esebenzayo ehlanganisa ukufundisa okujulile kanye nezimpawu zenjulalwazi kaKrashen ekuthuthukiseni ukufundwa kwesiNgisi lapho kwakhiwa khona isimo esihlonipha ubunjalo bomuntu futhi kuncishiswe nokukhathazeka.