Classroom interaction pedagogy in teaching English First Additional Language to enhance learners' communicative competence
AbstractVerbal communicative competence in English First Additional Language (EFAL) is particularly important in the intermediate phase (grades 4-6) of South African public primary schools. This article is part of the researcher’s doctoral study conducted in Ekurhuleni North District, in the Gauteng Province of South Africa. The purpose of this study was to investigate how teachers in the intermediate phase implemented a classroom interaction pedagogy (CIP) in teaching EFAL to enhance learners’ communicative competence. The study was constructivist in nature, informed by teacher efficacy and social interaction theories. A qualitative exploratory case study design was used. Five intermediate phase EFAL teachers from two public primary schools were purposely selected to participate in the study. Document analysis, observations and semi-structured interviews were utilised to collect the data. Data collected were categorised and themes were identified. It was found that teachers relied heavily on the use of charts and pictures, and appeared to ignore or be unfamiliar with some of the kinds of interactive activities and other classroom resources that can enhance communicative competence in EFAL. The study concluded that teachers need development in CIP interactive activities. For this reason, in-service training is recommended. Further recommendations suggest that, in order to maintain the use of EFAL in the classrooms, teachers should act as role models and use the target language at the learners’ level by employing gestures and scaffolding their speaking skills.
Copyright (c) 2019 Per Linguam
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles are published under the CC BY-NC-ND 4.0 license; copyright is retained by the authors. Readers may download articles and share them with others as long as they credit the author(s), but they cannot change the articles in any way or use them commercially.
Published articles are openly accessible online and therefore reprints are not provided.