Using an English language club to enhance the learning of English at a high school in South Africa=Ukusetshenziswa kwe-English Language Club ukuphucula izinga lokufundwa kwesiNgisi esikoleni samabanga aphezulu eNingizimu Afrika.
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Date
2022
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Abstract
This thesis focuses on how using an English Language Club can enhance the learning of English while empowering learners and encouraging them to take responsibility for their learning. A noticeable challenge at the site of the study, a school in Richards Bay, is that the existing approaches in a classroom may not be adequate in assisting second language learners to reach the desired
proficiency in English due to the language background of learners and the overcrowded classrooms which prevents the use of more effective teaching and learning methods. The study adopted a critical pedagogy with aspects of Krashen’s theory. Interventions of innovative and fun activities,
including outdoor teaching and learning, were implemented in the four-cycle participatory action research study, concentrating on listening and speaking, spelling and vocabulary, reading, and writing. The study revealed that a comfortable environment that recognised learners’ interests and the use of relatable and engaging activities not only enhanced the learning of English by reducing anxiety, but empowered learners to be involved in making the necessary decisions for the betterment of their learning. By the end of the study, participants were more conscious of their responsibility in their learning process. When they felt respected by their teacher and peers in the English Language Club, their fear of the language diminished, resulting in enhanced participation, giving learners a voice that was lacking in the classroom. The study also revealed the importance of critical reflection and dialogue in transforming learning. The use of entertaining activities, competitions and prizes were effective in motivating learners, ad served as efficient methods in developing learner responsibility. This thesis adds to the discourses on
educational methods, critical pedagogy and participatory action research. It contributes knowledge by showing that using participatory action research and critical pedagogy in an ELC is effective for empowering learners while enhancing their learning of English. Furthermore, the study fills a research gap and expands the current body of knowledge on the use of English language clubs by focusing on four skills of English, unlike other clubs, and provides a working model of the combination of critical pedagogy and elements of Krashen’s theory to enhance the learning of English by creating a humanising environment and decreasing anxiety.
Iqoqa
Lolu cwaningo lugxile ekuhloleni ukuthi ukusetshenziswa kwe-English Language Club kungaliphakamisa kanjani izinga lokufundwa kwesiNgisi kube kunikeza abafundi amandla nokubakhuthaza ekuzibambeleni mathupha ukufunda kwabo. Inselelo eyagqama kakhulu esizindeni socwaningo okuyisikole esiseRichards Bay ukuthi izindlela ezilandelwayo zokufundisa ekilasini azanele ekusizeni abafundi abafunda isiNgisi njengolimi lokwengeza okungenza ukuthi balusebenzise ngendlela efanele ulimi lwesiNgisi. Lokhu kungenxa yesimo abaphila kuso abafundi kanye nokuminyana kwamakilasi okuvimbela ukusetshenziswa kwendlela ezifanele zokufundisa nokufunda. Ucwaningo lwasebenzisa indlela yokufundisa ehlaziyayo enezimpawu zenjulalwazi kaKrashen. Ukungenelela kwemisebenzi emisha nethokozisayo njengokufundisela nokufunda phandle kwasetshenziswa umjikelezo wakane wocwaningo lwababambiqhaza kugxilwe ekulaleleni nasekukhulumeni, ekupeleni nakulwazimagama, ekufundeni, kanye nasekubhaleni. Ucwaningo lwaveza ukuthi isimo esikhululekile esikuthathela phezulu okudingwa umfundi kanye nokunikezwa kwemisebenzi abafundi abayijwayele nebagcina bedobekile njengokuphakamisa izinga lokufunda isiNgisi ngokwehlisa ukukhathazeka kepha kuyabagunyaza abafundi ukuthi bazimbandakanye ekuthathweni kwezinqumo ezizokwenza ngcono ukufunda kwabo. Ekupheleni kwalolu cwaningo abababambiqhaza base bazi ngokulindeleke ukuba bakwenze mayelana nohlelo lokufunda kwabo. Lapho sebezizwa behlonipheka kothisha nakontanga kwi-English Language Club uvalo lolimi lwashabalala okwaholela ekuthini lenyuke nezinga lokuzimbandakanya kokwenziwayo; kwaba nezwi labafundi elallikade lingezwakali ekilasini. Ucwaningo lwaphinda lwaveza ukubaluleka kokuzihlola okujulile nokuxoxisana ekuguqulweni kwendlela yokufunda. Ukusetshenziswa kwemisebenzi yokuzijabulisa, imincintiswano kanye nemiklomelo kwabakhuthaza abafundi kwaphinda kwaba yizindlela ezisebenzayo ekuthuthukisweni kokuthatha amagunya njengabafundi. Lolu cwaningo luyathasisela ezingxoxweni ezimayelana nezindlela zokufundisa, ukufundisa okuhlaziyayo, kanye nocwaningo lwababambiqhaza. Luyanezezela nasolwazini ngokukhombisa ukuthi ucwaningo lwababambiqhaza nokufundisa okujulile kwi-ELC kunamandla ekugunyazeni abafundi kube kuphakamisa nezinga labo lokufunda isiNgisi. Iqembu elingafani namanye amaqembu, kanti futhi lunikezela ngemodeli esebenzayo ehlanganisa ukufundisa okujulile kanye nezimpawu zenjulalwazi kaKrashen ekuthuthukiseni ukufundwa kwesiNgisi lapho kwakhiwa khona isimo esihlonipha ubunjalo bomuntu futhi kuncishiswe nokukhathazeka.
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Doctoral Degree. University of KwaZulu-Natal, Durban.