This study explored the reality of the current writing practices at work in the grade 11 English ... more This study explored the reality of the current writing practices at work in the grade 11 English Home Language classroom from a teacher’s perspective. The research site is a well- resourced public school with qualified teachers in central Johannesburg where English is taught as the Home language and is the medium of instruction (LOLT). Ninety-eight grade 11 participants were purposively selected because they all attended the same school since grade eight and received the same teachings of language construction and composition. Qualitative research methodology was employed encapsulating this ethnographic case study where data was collected over a period of three months through observations, unstructured interviews, and a writing activity with the researcher as a permanent, full time English teacher interacting and teaching learners English Home Language daily. Research found a lack in studies that retrieved data through the physical teaching of writing. The study from the perspective of the teacher found critiques against writing approaches suggested in CAPS (2011) confusing and refutable. Each writing approach serves a different purpose and synergy of these approaches works best when equipping learners with the tools to produce good writing. According to Woolfolk (2013), activities and teaching methodology directs and guides learner behaviour. When learners encounter activities that stimulate their curiosity and relates to their interest they are more likely to be motivated to learn (Huitt, 2011). Finally, the study calls for more explicit research regarding the relationship between the teaching of writing and pedagogical knowledge of teachers. The study conformed to all ethical research conditions by first obtaining consent of all participants with the option of declining without penalty.
This study explored the reality of the current writing practices at work in the grade 11 English ... more This study explored the reality of the current writing practices at work in the grade 11 English Home Language classroom from a teacher’s perspective. The research site is a well- resourced public school with qualified teachers in central Johannesburg where English is taught as the Home language and is the medium of instruction (LOLT). Ninety-eight grade 11 participants were purposively selected because they all attended the same school since grade eight and received the same teachings of language construction and composition. Qualitative research methodology was employed encapsulating this ethnographic case study where data was collected over a period of three months through observations, unstructured interviews, and a writing activity with the researcher as a permanent, full time English teacher interacting and teaching learners English Home Language daily. Research found a lack in studies that retrieved data through the physical teaching of writing. The study from the perspective of the teacher found critiques against writing approaches suggested in CAPS (2011) confusing and refutable. Each writing approach serves a different purpose and synergy of these approaches works best when equipping learners with the tools to produce good writing. According to Woolfolk (2013), activities and teaching methodology directs and guides learner behaviour. When learners encounter activities that stimulate their curiosity and relates to their interest they are more likely to be motivated to learn (Huitt, 2011). Finally, the study calls for more explicit research regarding the relationship between the teaching of writing and pedagogical knowledge of teachers. The study conformed to all ethical research conditions by first obtaining consent of all participants with the option of declining without penalty.
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Research found a lack in studies that retrieved data through the physical teaching of writing. The study from the perspective of the teacher found critiques against writing approaches suggested in CAPS (2011) confusing and refutable. Each writing approach serves a different purpose and synergy of these approaches works best when equipping learners with the tools to produce good writing. According to Woolfolk (2013), activities and teaching methodology directs and guides learner behaviour. When learners encounter activities that stimulate their curiosity and relates to their interest they are more likely to be motivated to learn (Huitt, 2011).
Finally, the study calls for more explicit research regarding the relationship between the teaching of writing and pedagogical knowledge of teachers. The study conformed to all ethical research conditions by first obtaining consent of all participants with the option of declining without penalty.
Research found a lack in studies that retrieved data through the physical teaching of writing. The study from the perspective of the teacher found critiques against writing approaches suggested in CAPS (2011) confusing and refutable. Each writing approach serves a different purpose and synergy of these approaches works best when equipping learners with the tools to produce good writing. According to Woolfolk (2013), activities and teaching methodology directs and guides learner behaviour. When learners encounter activities that stimulate their curiosity and relates to their interest they are more likely to be motivated to learn (Huitt, 2011).
Finally, the study calls for more explicit research regarding the relationship between the teaching of writing and pedagogical knowledge of teachers. The study conformed to all ethical research conditions by first obtaining consent of all participants with the option of declining without penalty.