Reading-akin-to writing model for reflective thinking: a case for teaching and learning of Efal grade 11 learners in Amajuba district

The study aimed to formulate a strategy to design a reading-akin-towriting model for reflective thinking to support the teaching and learning of English First Additional Language (EFAL)in grade 11 learners in selected high schools in the Amajuba District. The expectation was also that the reading-akin-to writing model would augment the reflective thinking of learners across the curriculum to prepare them for higher education. A number of objectives were devised to direct the study, The main objective was understanding the need for a reading-akin-to writing model. The other objectives were exploring strategies to support the teachers in designing such a model, determing the conditions that were required to ensure that a working model could be implemented, identifying the threats that could arise to hinder the development of such a model, designing risk management strategies, and formulating the indicators that could be used to measure the success of the implementation of such a model Bricolage was identified by the researcher as a theoretical framework that could support the achievement of the stated objectives of the study. Bricolage is a theoretical approach that integrates the cognitive aspects and social effects in learning.Hence, The researcher proposed the adoption of bricolage as the perspective that would best address the challenges. The researcher argued for a multi-layered and multi-perspectival research approach, conducted by a team of researchers in collaboration with suitable participants who emerged during the research process. This qualitative research approach incorporates the best aspects of the eight moments in qualitative research, from the traditional phase , modernist phase, blurred genres, a crisis of representation, postmodern period, post-experimental inquiry, present time, and the current fractured futures period. Using data collected by our research team, The researcher showed how we had operationalised bricolage to formulate a strategy for the design of the reading-akinto-writing model for reflective thinking in support of teaching and learning of EFAL grade 11 learners. Participatory action research (PAR) was used as it addressed vi the participation, emancipation and working with real challenges to bring about change in the community. As per the principles of PAR, the researcher worked with the participants collaboratively to find solutions to the challenges teachers encountered as they taught EFAL in grade 11. Data generated through the use of PAR was analysed using Critical Discourse analysis (CDA). The empirical analysis, interpretation of data, discussion and determining the findings resulting from interventions were made with CDA. In the first part of the study, reflections weremade through the use of PAR, looking at the challenges faced by teaches as the result of the absence of a dedicated team with a common vision. The second part of the study identified the components of the solutions as strategies to be used to curb challenges under the supervision of a dedicated team with the vision to design a reading-akin-to writing model for reflective thinking on EFAL in grade 11. The solutions predicted by the participants to curtail the challenges were discussed. Numerous findings concerning the challenges were compared with the results of the previous research studies reported in the literature review. This research project is distinctive, in understanding the strategy to be implemented successfully by a dedicated team to create a collaborative learning environment for the teaching and learning of EFAL. In conclusion, the study argues that teaching EFAL can never be done by an individual but only by working as a team having a collaborative relationship, where all stakeholders are engaged and able to partake in the decision and are involved collectively. The study offers a strategy that can respond to challenges faced by EFAL teachers on designing a reading –akin- to writing model for reflective thinking.

Grantor dc:publisher.institution

University of Zululand

Year dc:date.issued

2019

Author dc:creator

• Mthethwa, Nompumelelo Rebecca

• Bricolage
• multimethodological
• collaborative learning
• EFAL
• English First Additional Language

Licence

• https://devspace.unizulu.ac.za/bitstreams/2c5f7882-2c96-420f-9ab3-4d59cf03dd3e/download