Teaching english first additional language to grade 4 learners through play: a seasoned teacher's self-study.

Ngcongo,  Emmaculate Nompumelelo Nokukhanya.

Teaching english first additional language to grade 4 learners through play: a seasoned teacher's self-study.

Files

Ngcongo_Emmaculate_Nompumelelo_Nokukhanya_2023 (2).pdf (7.47 MB)

Date

2023

Authors

Ngcongo, Emmaculate Nompumelelo Nokukhanya.

Abstract

My self-study research focused on teaching English First Additional Language to Grade 4 learners through play. This study aimed to improve my teaching practice by exploring new and innovative strategies for effective teaching and learning of English FAL. I undertook this study because I was concerned about my learners' under-performance in English FAL and my unintentional role in continuing this pattern. Adopting a Sociocultural theoretical perspective helped me understand that learning a language is embedded in social and cultural experiences. Thus, it was essential to pay attention to what learners experienced in their social and cultural interactions (prior knowledge level). The first question that guided my research was: What can I learn from my personal history about teaching and learning English First Additional Language through play? This question helped me reflect on my educational journey and engagement with language learning, starting with my family, community, primary and high school, and early school teaching experiences. I identified five significant learnings from my lived experiences that influenced my teaching of language: (a) Learning through playing traditional games, (b) Learning through storytelling, (c) Learning through rhymes and games, (d) Learning through role-playing and (e) Learning through interaction with others. My second research question was: How can I better facilitate the teaching of English First Additional Language through play? In responding to this question, I worked with my Grade 4 class as research participants on various activities I designed for this study. Working with the learners in different activities and my reflective journal helped me understand how learners recognised the teaching and learning of English FAL. In this self-study, I also worked with my two critical friends who are also studying Master's Degree in Curriculum Studies. I generated data using six research methods, namely: collage, artefact retrieval, drawing, audio recording, reflective journal writing and Curriculum and Assessment Policy Statement (CAPS) and lesson plans. In engaging with this self-study, I considered five learnings concerning learning and teaching of English FAL: Curiosity and interest to learn stimulated through play, Physical engagement through play encourages class participation, Social interaction through play is an advantage to learning, Play promotes and develops creativity in learners and Play as a teaching technique to improve learner performance. In addition, I learned that learning a language is not an individual activity but a social experience that should be connected to learners' daily experiences.