Abstract
The teaching of English as a First Additional Language (EFAL) in the historically disadvantaged schools in South Africa is serious challenge for teachers. A study was conducted to determine the extent of classroom interaction in the teaching of English in the intermediate phase (Grades 4, 5 and 6) in the Limpopo Province of South Africa. Four African teachers were visited in their classes while they were busy teaching English. It was found that teachers spoke most of the time while learners passively listened to the teacher, except when they occasionally answered a question ‘in a chorus’ (all learners speaking at the same time). The teacher read a text for the learners, explained the text read, and asked short-answer questions (which enabled answering in a chorus). The conclusion drawn was that a two-way interaction between the teachers and learners was too minimal. Attempts to train teachers who participated in the study in classroom interaction were to be considered.
Presenters
Masilonyana MotsekeASSOCIATE PROFESSOR, DEPARTMENT OF ADULT EDUCATION, UNIVERSITY OF SOUTH AFRICA, GAUTENG, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Classroom Interaction Africans
