|dc.description.abstract||This case study explores the impact of a specially designed programme of communicative
strategies: role-play, group-work, pair-work, and information gap activities, on English second
language proficiency. The aim of this programme is to promote teacher guided, constructive
learner talk in the outcomes-based education (OBE) classroom. The case study, which took place
in a multilingual secondary school in Durban, focused on four groups of Grade 8 learners in
2003, and the same four groups of learners in Grade 9 in 2004.
This thesis presents an account of my research in three parts and nine chapters. Part I introduces
and locates the study. Part 2 presents theory and evidence to support the core arguments
presented, the design of the project, and its methodology. Part 3 focuses on the research process,
the findings and the implications for future policy and practice.
In Chapter 1 the key issues and questions for the exploration of pedagogical strategies for verbal
interaction are presented. Language pedagogy in South African schools from the onset of the
apartheid era to the present is reflected on, to show that past methods have disadvantaged ESL
learners. The history of language policy and practice in African education in South Africa from
1948 to 2003 is reviewed in Chapter 2. The aim is to illustrate that language policy and practice
can have a positive impact by lowering the Affective Filter of ESL learners.
In Chapter 3 a review of research on English second language learning is offered to support the
theoretical framework. The principles of pedagogy that inform the design of the Classroom Talk
Programme are the focus of Chapter 4. Chapter 5 outlines a design for a Classroom Talk
Programme and interactive tasks in three Units. Chapter 6 considers possible research
methodologies, the quasi-experimental research process, the study context and the sample.
Part 3 presents the findings of the CT Programme organized into themes. Chapter 7 focuses on
the learner and educator perceptions of lowered Affective Filters and learner confidence and
proficiency and the implications for assessment for progression purposes. The third theme, which
is the focus of Chapter 8, is concerned with managing pedagogy and assessment in large
'multilingual' classrooms. Finally, Chapter 9 examines the issues surrounding micro school-based
language policies and practices. The CT Programme is critically reflected on in relation to
its advantages and disadvantages and what has been achieved in this case study.||en