Challenging school environment factors
Although education has vastly improved in South Africa, there are some schools which still need more resources. This shortage of resources which results in, for
instance, sharing books and crowded classrooms, may mean that learners have struggled to keep up with the conceptual and language knowledge required for this grade. For this reason, remedial intervention may be required.
Expectations placed on learners Learners may face very high expectations from teachers and family members and feel demotivated because they can’t meet these expectations. The opposite is also true. Learners may feel demotivated by low expectations and not fulfil their full potential. Learners with normal intelligence or scholastic
ability who have fallen behind because of the reasons discussed above are those most likely to benefit from remedial support, that is, one-on-one intervention. However, if learners experience severe challenges due to critical physiological, emotional or physical challenges, they may benefit more from other specialised support to ensure they benefit by inclusive education that is underpinned by an expert panel. This is explicitly explained in
the following: • Education White Paper 6, Special Needs Education, July 2011
• Guidelines for Inclusive Teaching and Learning (2010).
Diversity
This Teacher’s Guide embodies the CAPS principle of diversity. Diversity can prove to be a challenge to learning if a teacher is not able to meet the needs of the variety of learners in the class, including learners of different genders, races, ages, ability levels and socio-economic backgrounds. The key way in which diversity is encouraged is
the absence of stereotypes and prejudice in the Learner’s Book, Anthology and Teacher’s Guide components of this series. A diverse range of material is presented, in order to represent and cater for the heterogeneous South African society. This
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is vital in promoting tolerance and on-going nation- building in South Africa.
Integration
Each component in this series (Learner’s Book, Anthology and Teacher’s Guide) does not work in isolation from the others, but rather they complement and build upon one another. Likewise, they are not independent from other subjects. This Teacher’s Guide has been developed to foster integration both within the language skills and across the content subjects. This integration is effective in eliminating contradictions or redundancy across subjects in order to provide learners with effective and cohesive language teaching support materials.
Teaching English Home
Language This English Home Language series has been especially developed to meet the needs of teaching English Home Language.
Language teaching approaches
This series supports the communicative and text- based approaches laid out in the CAPS. The course is also process-orientated, supporting learners in mastering their Home Language.
Communicative approach
The communicative approach to language teaching means that when learning a language, a learner should have a great deal of exposure to the language. Language learning should be a natural process, involving many opportunities to practise and produce the language. In this process, learners will make mistakes as part of their language learning. Mistakes may be corrected but the main focus will be on communicating meaning for a real purpose.
Text-based approach
A text-based approach to language learning focuses on exploring how texts work. The purpose of a text-based approach is to enable learners to become competent and critical readers, writers, viewers and designers of texts. It involves listening to, reading, viewing and analysing texts to understand how they
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