Presentation on theme: "1 Teaching English Across the Curriculum Presented to SAPA Date: 27 August 2013 1."— Presentation transcript:
1 Teaching English Across the Curriculum Presented to SAPA Date: 27 August 2013 1
Presentation outline 1.Problem statement 2.Background and context 3.Pedagogical rationale 4.Implication for implementing the strategy 5.Consultation process 6.Progress 7.Implementation plan 8.Risk management 9.Conclusion 2
1. Problem Statement English, is the language of learning and teaching (LoLT) in the majority of schools in South Africa, Has been found by many studies, including the Diagnostic report, to be a barrier to learning. Language difficulties do not only impact on English as a subject, but encroach into the content subjects Consequently, the results are dismal. 3
2. Background and context According to specific subject reports in the Diagnostic report of January 2013, o candidates writing the examination in a language other than their home language tend to experience difficulty in interpreting questions. o they also find it challenging to phrase their responses. o many such learners are not able, among others, to cope with the demands of reading and writing set by assessment activities (2012 Subject reports for Business Studies, Life Sciences and History). 4
2. Background and context The following challenges are cited by most subjects as generic to learner performance: o Language (of learning and teaching) is a barrier; o Poor language grasp results in inability to interpret questions; o Poor understanding of verbs like explain, discuss, compare and contrast, as used in assessment; o Inability to write a coherent and cohesive paragraphs using evidence from the source; o Inability to write a coherent essay following a given instruction. The same inadequacy in literacy skills required to write proper paragraphs across all subjects had been noted in the Grade 12 results analysis of 2011. 5
2. Background and context The concepts and skills cited above are language skills that, should they be developed, can help learners to do better. Integrated National Literacy and Numeracy Strategy (2011) - in GET a poor grasp of literacy (language) and numeracy (mathematics) is often postulated as one of the main reasons why learners in South African schools achieve so badly across the grades. Understanding and mediating the complexities pertaining to LoLT cited as an area that needs to improve the performance South African learners who participated in the TIMSS (2003); PIRLS (2006); SACMEQ (2002 and 2007); and ANA (2008 to 2011) yielded. 6
3. Pedagogical rationale The analysis of ANA 2011, PIRLS (2006), TIMSS (2003), SAQMEC (2002 and 2007) and 2012 NSC results have repeatedly confirmed that poor learner attainment are a result of poor language proficiency. While the recent ANA results (2012) suggest an improvement in Grades 1 to 3, poor performance in the NSC results is still blamed on the poor grasp of the LoLT, the language of assessment. 7
3. Pedagogical rationale If the basic education sector wishes to improve the quality of education and to turn around the achievement levels of learners in all grades, then it will have to start by improving literacy levels through strengthening the LoLT, English in this case. All teachers English teachers. Cross –curricular learning With this massive challenge facing DBE, the birth of the strategy for Teaching English Across the Curriculum Aimed at improving the use of LoLT, thus enhancing knowledge acquisition through strengthening use of LoLT, by all teachers, in all subjects. 8
4. Implications for implementing the strategy Implementation of the strategy has the following implications: learners will not be disadvantaged by LoLT. a strengthened teaching of English as a subject and as LoLT, which will enhance content knowledge acquisition and improve learner attainment. approach to teaching stands to be more holistic as common learning strategies will be echoed in every lesson, e.g. essay writing as applicable in most subjects, note-taking, summarising, response, comment, question. ALL teachers English teachers. 9
5. Consultation process The process of developing the draft strategy involved participation and input from various stakeholders. Among others, critical friends, subject coordinators based in districts and provincial offices, NGOs interested in developing English teaching and learning, as well as Umalusi consulted to critique the draft and strengthen the document. inputs infused in the draft which has so far been presented to CMC, HEDCOM and CEM. 10
5. Consultation process the draft strategy introduced during the Grade 11 CAPS orientation in 2012 presented as a full session in languages during both the Grade 12 and Senior Phase CAPS orientation sessions in 2013. The session was also infused into the orientation programme of content subjects. 11
6. PROGRESS 12 Areas that have implicationsResponsibilityTimeframeProgress Booklet shared with provinces and critical friends for final input and strengthening Branch C July – 08 August 2013 08 August the final day of submitting inputs. Inputs infused in the booklet Branch C 12 August 2013 Received inputs already infused in the booklet. Booklet submitted for layoutBranch C 15 August 2013 Request for layout submitted to Communications Booklet shared with provinces and critical friends for final input and strengthening Branch C July – 08 August 2013 08 August the final day of submitting inputs. Inputs infused in the booklet Branch C12 August 2013 Received inputs already infused in the booklet.
7. IMPLEMENTATION PLAN Led by DBE 13 ActivityDateResponsibilityProgress Share booklet with provinces and critical friends for further input July 2013DBE Done – final day for input is 08 August 2013. Infuse final input from provincesAugust 2013DBE Current – received input infused Layout and design complete30 August 2013DBE Current Present booklet to Senior Management September 2013 DBE PED DISTRICTS Present booklet to Minister and Senior Management September 2013 DBE Present booklet to HEDCOMSeptember 2013DBE
7. IMPLEMENTATION PLAN Led by DBE 14 ActivityDateResponsibility Progress Present booklet to CEMOctober 2013DBE CDs prepared and distributed to provinces. October 2013 DBE Strategy put up on DBE websiteOctober 2013DBE Communication and advocacy October and ongoing DBE PEDs Distribute CDs of the Framework Strategy for Teaching English Across the Curriculum and the booklets to institutions of higher learning (HEIs) and NGOs for inclusion in the training of teachers. October 2013DBE Share and distribute CDs of both the Framework Strategy for Teaching English Across the Curriculum and the booklets with all branches at DBE. October 2013DBE
8. RISK MANAGEMENT PLAN Led by DBE 15 Potential riskMitigation measure Lack of finances to fully fund the project The strategy will be presented in the form of a booklet, with only two provincial delegates per learning field invited for training. The two would be supported in cascading the training. Lack of finances for printing the strategy/booklets Burn the strategy/booklets on CDs and avail to provinces and districts to print. Non-availability of selected team members from provinces Utilise DBE Specialists, HEIs and NGOs only. Lack of funds for teacher training in the provinces Conduct cluster training in districts and circuits by Subject Advisors Hesitation to implement on the part of content subject teachers Design monitoring tool based on the strategy and report to DBE on monthly basis.
8. Risk management plan Led by DBE 16 Potential riskMitigation measure Lack of finances to fully fund the project The strategy will be presented in the form of a booklet, with only two provincial delegates per learning field invited for training. The two would be supported in cascading the training. Lack of finances for printing the strategy/booklets Burn the strategy/booklets on cds and avail to provinces and districts to print. Non-availability of selected team members from provinces Utilise DBE Specialists, HEIs and NGOs only. Lack of funds for teacher training in the provinces Conduct cluster training in districts and circuits by Subject Advisors Hesitation to implement on the part of content subject teachers Design monitoring tool based on the strategy and report to DBE on monthly basis.
17 Conclusion The success of the strategy stands to benefit a system as a whole Learning stands to be perceived as a unit, with English, LoLT, as a core The improved language aspect in the content subjects will enhance content acquisition There is bound to be more cooperation, collaboration and espirit de corpse as content and language teachers will be working together The success of the strategy stands to ensure improved results and enhanced knowledge acquisition with learners able to apply acquired knowledge beyond Grade 12. 17