A study of how first language teachers of English organise their classrooms and their teaching to promote the language development of English as second language learners in selected racially mixed schools.

Abstract

By gleaning information derlv lr.RJ!Uwo classrooms that I observed, I attem ted in this study, to examine the nature of the interaction between teachers of English as a first language, and the second language learners in their classrooms.

I used the theoretical model developed by Cummins (1981), whereby Cummins has categorised curriculums for second language learners into two groups : (a) the transmission model; and (b) the interactive model. It is the interactive model which is said to be compatible with recent theories of second language acquisition and therefore by implication, supportive of second language development. The transmission model, on the other hand, is thought to be inimical to language development.

I am of the view that the methodology used in all-African classrooms may be reflecting a type of adaptation to the changed composition of learners that is inclined towards the teaching of low order thinking abilities such as factual recall and rote learning. In classrooms where the second language learners are in the minority, there exists a danger that the African pupils may be marginalised.

In order for teachers to provide, meaningful instruction to second language learners, teachers l(, v 1,v-,._j who can speak English only, will have to learn the organisational skills that are known to 1 enhance teachers' proficiency as mediators of the curriculum, particularly in the context of English as medium instruction for second language students.

The transmission model is said to be deeply entrenched in our school system. In order to promote language development, teachers will have to develop approaches that shift toward interactive learning. Interactive learning involves more learner participation and the bridging of pupils' real life experiences with the academic content of subjects.

The study reflects personal opinion and interpretations of a research project at two schools and may not necessarily be applicable to other situations.