Browsing by Author "Koopman, Arabella Lavinia"

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    What do teachers say and do when teaching a concept of print in linguistically diverse classrooms
    (1997) Koopman, Arabella Lavinia; Flanagan, Wendy
    The dissertation reports on a study of the classroom practice of four Grade One teachers who teach in multilingual classrooms. The report seeks to provide a descriptive analysis of what these teachers say and do as they teach their pupils a concept of print. Increasing numbers of teachers in South African schools find themselves teaching linguistically diverse groups of pupils. While these teachers are most often unable to speak or understand the home languages of all of the pupils in their classes, they are faced with the task of teaching pupils to read in a language which may not be equally familiar to all of them. The reading lessons of four teachers in four schools were observed over a period of six months as they taught Grade One pupils to read. Instruments in the form of observation schedules, questionnaires, miscue analysis schedules and a schedule of indicators were designed to collect information on both the teachers' practice and pupil outcomes. A Vygotskian theory of teaching and learning is used to interrogate the data. The study shows that there are differences in the ways that these teachers demonstrate an understanding of print to their pupils as well as in the ways in which the teachers mediate a concept of print. The study further shows that the teachers' understanding of the task of teaching children to read and their understanding of teaching and learning has significant pedagogical implications for the ways in which they develop pupils' concept of print. The study concludes that the teachers' demonstrations of the way in which print works have a greater impact on their pupils developing a concept of print than their own inability to speak and understand the home languages of all of the pupils in their classes.