Abstract

CHAUKE, Margaret  and  TABANE, Ramodungoane. Educators as mediators in teaching English as First Additional Language in Grade 6 inclusive classrooms in South Africa. S. Afr. j. educ. [online]. 2021, vol.41, n.3, pp.1-9. ISSN 2076-3433.  http://dx.doi.org/10.15700/saje.v41n3a1675.

Educators are one of the stakeholders in the education system working to ensure learner success. According to the Minimum Requirements For Teacher Education Qualifications, educators must fulfil 7 roles in their quest to impart education. In the study reported on her, we investigated Grade 6 educators' knowledge and use of mediation as one of their roles in teaching English as First Additional Language (FAL) in Grade 6 inclusive classrooms. We further investigated how educators responded to learners who had diverse learning needs in English as FAL in Grade 6 inclusive classrooms. Six educators who taught English as FAL were purposively selected to participate in this study. Data were collected using qualitative research methods such as in-depth interviews and observations, in addition to document analysis. The participating educators indicated that large classes, a lack of training on inclusive education, and the scarcity of teaching resources made their mediation roles in teaching English as FAL in Grade 6 inclusive classrooms very challenging.

Keywords : barriers to learning; First Additional Language; full-service schools; mediation; ordinary schools; zone of proximal development.

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