SUPPORT FOR LEARNERS WITH LANGUAGE BARRIERS TO LEARNING IN MAFIKENG

AREA PRIMARY SCHOOLS

BY

MOSHWEU SIMON MAMPE

STUDENT NUMBER: 10854584

A THESIS SUBMITTED IN FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF

DOCTOR OF PHILOSOPHY IN SPECIAL NEEDS EDUCATION IN THE FACULTY OF
EDUCATION AND TRAINING, NORTH-WEST UNIVERSITY, MAFIKENG CAMPUS

MAIN PROMOTER: PROF. J. R. DEBEILA

PROMOTERS : DR. I. M. LOATE

: PROF. A. B. ODUARAN

MAY : 2016
DECLARATION

I, Moshweu Simon Mampe, declare that the thesis entitled “Support for learners with language
barriers to learning in mainstream primary schools in Mafikeng Area Office,” submitted for the
degree of Doctor of Philosophy in Special Education at the North-West University (Mafikeng
Campus), has not been previously submitted by me for a degree at this or other University, that it is
my own work in design and execution and that all material contained herein has been duly
acknowledged.

……………………………..

Moshweu Simon Mampe

Date: ……………………..

i
CERTIFICATE OF ACCEPTANCE FOR EXAMINATION

This thesis, entitled “Support for learners with language barriers to learning in mainstream primary
schools in Mafikeng Area Office”, by Moshweu Simon Mampe (student number10854584”, is
hereby recommended for acceptance for examination.

Supervisors: Dr. I. M. Loate

Signature: ……………………….

: Prof. A. B. Oduaran

Signature: ………………………..

ii
DEDICATION

This work is dedicated to my two daughters,Keneilwe and Keratilwe, and my two sons,Olebogeng
and Omphemetse. You are my pride. All I do, I do it for you.

iii
ACKNOWLEDGEMENTS

I wish to acknowledge and express my sincere gratitude to those who have unconditionally assisted
and guided me in the completion of this research.

 I thank would like to thank Prof J. R. Debeila who contributed in my work, may I hastily
say thanks for a job well done, as I single him as my mentor for his mountain moving
patience. Thank you, my inspiring supervisor for encouraging me to run the race. Even
during that hardest times, when my heart was pounding with grief, you patiently supported
me and and when I lost my head, you quietly instilled in me the virtue called “patience”.

 Dr. I. M. Loate and Prof. A. B. Oduaran, my promoters for their invaluable support in
giving me the opportunity to realise my goal and for their wisdom, inspiring motivation,
encouragement and patience. It was a privilege and an enriching experience for me to work
under their expert supervision.
 All participants who were instrumental in making this research possible.
 Dr. M.L. Hove for critically editing this thesis.
 Mrs. Canadia Musi, the librarian who helped in searching relevant articles for this thesis.
 Mrs. Evah Mothibi, Mrs. E. Senne and Ms. Noma Stokwe for their genuine assistance at all
times.
 My family for their much needed encouraging phrase, “Do not worry, you will complete it.”
This lit the fire in me during times when the flame was almost extinguished.
 Mr. T. Maine who have patiently assisted me with the typing, my special thanks to him.
 Mr M.O Moncho who has patiently assisted me with typing and the advice he provided
during the process of this research thesis. Thanks also for extra mile you travelled in
printing, arranging page numbers and aligning the thesis in order. My special thanks to you.

iv
ABSTRACT

The purpose of this study was to investigate the factors that impede support for learners with
language barriers to learning and the availability of support structuresin selected mainstream
primary schools in the Mafikeng Area Office of the NorthWest Province, South Africa. The
theoretical framework of this study was underpinned by the critical emancipatory theory. The
principles which forms the basis for the proposed model of this study.

The study was qualitative in nature. Interview schedules were used to collect data. The researcher
used semi-structured interviews, open-ended interview schedules and observation checklists
coupled with field notes to collect data, includingdocument analysis. The researcher interviewed ten
Learners with Special Education Needs (LSEN) teachers, two District Education Specialists (DES),
two Special School teachersand ten learners with language barriers to learning, two Institutional-
Level Support Team (ILST) members and two District-Based Support Team (DBST) members.
The interviewees were purposively selected from five mainstream primary schools in Mafikeng
Area Office. A tape recorder was used for theplay of recorded information that was simultaneously
transcribed for analysis.

The findings reveal that mentoring and support, which are critical professional attributes that
exemplify the interaction and support practices of the South African school curriculum,are not
adequately provided in education for both mainstream primary school teachers and learners with
language barriers to learning. The study also establishes that there are inadequatestructures and
programmes in mainstream schools that facilitate support for learners with language barriers to
learning. Based on the findings of the study and literature that was reviewed, an appropriate model
for enhancing support for learners with language barriers to learning in Mafikeng Area Office was
developed and proposed for consideration and possible adaptation.

Key words: support, languagebarriers to learning, mainstream schools.

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ACRONYMS AND ABBREVIATIONS USED IN THIS STUDY

ABET Adult Basic Education and Training

ANA Annual National Assessment

AO Area Office

CIE Catholic Institute of Education

CAPS Curriculum Assessment Policy Statement

DBST District-Based Support Teams

DES District Education Specialists

DOE Department of Education

EWP 6 Education White Paper 6

FET Further Education and Training

IDSO Institutional Development and Support Officers

IE Inclusive Education

IEP Individual Education Plan

ILST Institutional-Level Support Teams

LSEN Learners with Special Education Needs

NCESS National Commission on Education Support Services

NCSNET National Commission on Special Needs in Education and Training

NSNP National Schools Nutrition Programme

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NW NorthWest

NWDE NorthWest Department of Education

NWU North-West University

RSA Republic of South Africa

SIAS Screening, Identification, Assessment and Support

UNESCO United Nations Educational Scientific and Cultural Organisation

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TABLE OF CONTENTS PAGES

DECLARATION i

CERTIFICATE OF ACCEPTANCE FOR EXAMINATION ii

DEDICATION iii

ACKNOWLEDGEMENTS iv

ABSTRACT v

ACRONYMS AND ABBREVIATIONS USED IN THIS STUDY vi

CONTENTS PAGES

CHAPTER ONE

ORIENTATION

1.1 INTRODUCTION 1
1.2 BACKGROUND TO THE STUDY 3
1.3 STATEMENT OF THE PROBLEM 5
1.4 RESEARCH QUESTIONS 7
1.4.1 Main question 7
1.4.2 Sub questions 7
1.5 AIM AND OBJECTIVES OF THE STUDY 8
1.6 SIGNIFICANCE OF THE STUDY 8
1.7 DELIMITATION OF THE STUDY 9
1.8 LIMITATION OF THE STUDY 9
1.9 DEFINITION OF BASIC CONCEPTS 10
1.10 CHAPTER DIVISION 13
1.11 SUMMARY 14

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CHAPTER TWO
LITERATURE REVIEW
2.1 INTRODUCTION 16
2.2SUPPORT FOR LEARNERS WITH LANGUAGE BARRIERS TO LEARNING 16
2.2.1 Getting to know learners withlanguage barriers to learning 16
2.2.2 Presenting an effective lesson 17
2.2.3 Structure 17
2.2.4 Clarity 17
2.2.5 Redundancy 18
2.2.6 Enthusiasm 18
2.2.7 Maximising participation through effective questioning and feedback 18
2.3 Helping learners to overcome language barriers to learning 19
2.3.1 Language and learning 19
2.3.2 How teachers can help learners who experience difficulty with verbal instruction 20
2.3.3 How teachers can help learners who have limited vocabulary 20
2.3.4 How teachers can help learners who have limited language skills 20
2.4 Assisting learners to read 21
2.4.1 How teachers can help learners who have problems with reading memory 21
2.4.2 How teachers can help learners who have problems with understanding 22
2.4.3 How teachers can help learners who hate reading 22
2.4.4 How teachers can help learners who have problems with sound-symbol association 23
2.4.5 How teachers can help learners who have problems with remembering sight-words 23
2.4.6 How teachers can help learners who have difficulties reading long words 23
2.5 Helping learners with writing 24
2.5.1 How teachers can help learners who have perception problems 24
2.5.2 How teachers can help learners who have low muscular tone 24
2.5.3 How teachers can help learners who avoid writing 24
2.5.4 How teachers can help learners who have problems with writing conventions 25
2.5.5 How teachers can help learners who do not structure their written work well 25
2.6 Understanding spelling problems 27
2.6.1 How teachers can help learners who have problems with spelling and writing 27

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2.8 Mathematical calculation problems 28
2.8.1 How teachers can help learners who have mathematical calculation problems 28
2.8.2 How teachers can help learners who have problems with concepts 29
2.8.3 How teachers can help learners who have problems with comprehension
and problem-solving 29
2.9 How mainstream schools teachers can learn to cope in teaching learners with language
barriers to learning 29
2.10 RELEVANT SOUTH AFRICAN POLICIES 30
2.10.1 The Constitution of South Africa 33
2.10.2 The National Commission on Special Needs Education and Training (NCSNET)
and the National Committee on Education Support Services (NCESS) 33
2.10.3 Inclusive Education as defined in Education White Paper 6 34
2.11 THE NATURE AND SCOPE OF SCREENING, IDENTIFICATION, ASSESSMENT
AND SUPPORT 35
2.11.1 The SIAS strategy 36
2.11.2 The purpose of SIAS strategy 36
2.11.2.1 Screening 37
2.11.2.2 Identification 37
2.11.2.3 Assessment 38
2.112.2.4 Support 38
2.11.3 Implementing SIAS in mainstream schools 39
2.11.4 Making SIAS work 39
2.11.4.1 Suitably qualified teachers 39
2.11.4.2 Pull-out service 40
2.11.4.3 On-side technical services 40
2.11.4.4 Teachers’ capacity development 40
2.11.4.5 In-service teacher training 41
2.11.4.6 Knowledge and skills training approach 41
2.12 SUPPORT STRUCTURES FOR LEARNERS WITH LANGUAGE BARRIERS TO
LEARNING 42
2.12.1 District Based Support Teams 42

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2.12.2 Establishing Institution-Level Support Teams 43
2.12.3 The role of special schools in supporting learners with language barriers to learning 44
2.12.4 Full-service schools supporting learners with language barriers to learning 46
2.12.4.1 Removing barriers to achievement 48
2.13 Learner profile 49
2.14 Environment that supports inclusion 49
2.15 Classroom 50
2.15.1 Establishing mutual respect 51
2.15.2 Encouraging participation 51
2.15.3 Providing decision-making opportunities in the classroom 51
2.16 RESEARCH ON SUPPORT FOR LEARNERS WITH LANGUAGE
BARRIERS TO LEARNING 52
2.16.1 An overview of support for learners with language barriers to learning in Sweden 52
2.16.2 An overview of support for learners with language barriers to learning in Zambia 54
2.16.3 An overview of support for learners with language barriers to learning in South Africa 55
2.17 Collaborative team approach 56
2.17.1 Inter-sectoral collaboration 56
2.18 THE THEORETICAL FRAMEWORK 57
2.18.1 Critical emancipatory theory 57
2.18.2 Participation and social integration 60
2.18.3 Equal access to Inclusive Education System 61
2.18.4 Access to the curriculum 61
2.18.5 The theory of integration and inclusion 62
2.19SUMMARY 63

CHAPTER THREE
DESIGN AND METHODOLOGY
3.1 INTRODUCTION 64
3.2 RESEARCH PARADIGM 64
3.3 RESEARCH APPROACH 65
3.3.1 Qualitative research approach 65

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3.3.2 The advantages of qualitative research approach 65
3.4 RESEARCH DESIGN 66
3.5 POPULATION AND SAMPLING 67
3.5.1 Population 67
3.5.2 Sample 67
3.6 DATA COLLECTION 68
3.6.1 Interviews 68
3.6.2Semi-structured interviews 70
3.6.3 Open-ended interviews 71
3.6.4 Advantages of interviews 72
3.6.5 Limitations of interviews 72
3.6.6 Observation 73
3.6.7 Document analysis 74
3.6.8 Field notes 75
3.6.9 Reflective journals 76
3.7 DATA ANALYSIS 77
3.7.1 The meaning of data analysis and methods used for data analysis 78
3.7.2 Data analysis techniques 78
3.7.3 Steps followed in analysing qualitative data 79
3.7.4 Data categories 81
3.8 MEASURES TO ENSURE TRUSTWORTHINESS 82
3.8.1 True value: Transferability 83
3.8.2 Neutrality: Conformability 83
3.8.3 Consistency: Dependability 83
3.8.4 Validity 84
3.8.5 Reliability 84
3.8.6 Triangulation 85
3.9 THE ROLE OF THE RESEARCHER 86
3.10 COMPLIANCE WITH ETHICAL STANDARDS 86
3.10.1 Informed consent 87
3.10.2 Harm to participants 88

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3.10.3Confidentiality and anonymity 89
3.10.4 Debriefing 89
3.10.5 Violation of confidentiality and privacy 89
3.10.6 Caring 89
3.10.7 Feedback 90
3.11 SUMMARY 90

CHAPTER FOUR

DATA ANALYSIS AND PRESENTATION

4.1 INTRODUCTION 91
4.2 PRESENTATION AND DISCUSSION OF DATA 91
4.3 RESEARCH FINDINGS 91
4.3.1 Findings from learners with special needs taught by (LSEN) teachers 92
4.3.2 Findings from District Education Specialists (DES) 113
4.3.3 Findings from special schools teachers 118
4.3.4 Findings from observation checklist for learners struggling with spelling in Grade 4 119
4.3.5 Findings from observation checklist for learners struggling with reading in Grade 4 121
4.3.6 Findings from observation checklist for learners struggling with writing in Grade 4 122
4.3.7 Findings from observation checklist for learners struggling with mathematical
calculations in Grade 4
123
4.3.8 Findings from staff in Institutional-Level Support Team (ILST) 126
4.3.9 Findings from staff in District-Based Support Team (DBST) 131
4.3.10 Findings from tape recorded information on (LSEN) teachers 137
4.3.10.1 Findings from tape recorded information on document analysis for (ILST) 137
4.3.10.2 Findings from tape recorded information on reflective journals for (DBST) 138
4.4 SUMMARY 138
CHAPTER FIVE
DESCRIPTION OF THE PROPOSED MODEL FOR SIAS STRATEGY IN THE NORTH
WEST DEPARTMENT OF EDUCATION

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5.1 INTRODUCTION 142
5.2 CURRENT POSITION IN THE NORTHWEST DEPARTMENT OF EDUCATION 142
5.2.1 Shortcomings of the current practice 142
5.2.2 The suitability of the suggested model to eliminate the shortcomings 143
5.2.3. Diagnostic procedures of the suggested SIAS model to improve current practice 143
5.3 EXPLANATION OF THE PROPOSED MODEL 144
5.3.1 Definition of the concept model 145
5.3.2 Assumptions of the suggested model 145
5.3.3 Features of the suggested model 145
5.3.4 Adequacy of the suggested model 147
5.4 INTERSECTORAL COLLABORATION FUNCTIONS IN PRACTICE 148
5.4.1 Mainstream primary schools 148
5.4.2 Special schools 148
5.4.3 Full-Service schools 149
5.4.4 Department of Health 149
5.4.5 Department of Social Services 150
5.5 SUMMARY 150

CHAPTER SIX
SUMMARY, DISCUSSIONOF FINDINGS, RECOMMENDATIONS AND CONCLUSION
6.1 INTRODUCTION 152
6.2 SUMMARY 152
6.3 RESEARCH FINDINGS 152
6.3.1 Empirical findings 152
6.3.2 Findings from literature review 156
6.4 RECOMMENDATIONS AND DISCUSSIONS 160
6.5 SHORTCOMINGS OF THE STUDY 162
6.6 RECOMMENDATIONS FOR FURTHER RESEARCH 162
6.7 CONCLUSION 163

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BIBLIOGRAPHY 165

LIST OF FIGURES 175

APPENDICES 176

Appendix A: A letter of request to conduct research in schools 176

Appendix B: A letter granting permission to conduct research in schools 177
Appendix C: A letter to principals of selected schools 178
Appendix D: Interview questions for LSEN teachers in primary schools 179
Appendix E: Semi-structured interview questions for DES 183
Appendix F: Open-ended interview questions for special school teachers 185
Appendix G: Observation checklist for learners struggling with spelling 186
Appendix H: Observation checklist for learners struggling with reading 187
Appendix I: Observation checklist for learners struggling with writing 189
Appendix J: Observation checklist for learners struggling with mathematics 190
Appendix K: Interview questions for staff at Full-Service schools 192
Appendix L: Interview questions for staff at ILST 194
Appendix M: Interview questions for staff at DBST197
Appendix D2: Responses by LSEN teachers 200
Appendix E2: Responses by DBST for semi-structured interview questions in Appendix E 202
Appendix F2: Responses by special school teachers for open-ended questions in Appendix F 203
Appendix G2: Responses by Grade 4 learners who struggle with spelling in Appendix G 203
Appendix H2: Responses by Grade 4 learners who struggle with reading in Appendix H 204
Appendix I2: Responses by Grade 4 learners who struggle with writing in Appendix I 204
Appendix J2: Responses by Grade 4 learners who struggle with mathematics in Appendix J 204
Appendix K2: Responses by staff at full-service schools on interview questions in Appendix K 206
Appendix L2: Responses by staff at ILST on interview questions in Appendix L 207
AppendixD3: Tape-recorded information from mainstream primary school teachers 208
Appendix M2: Responses by staff at DBST on interview questions in Appendix M 209
Appendix L3: Transcripts from document analysis 209

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Appendix D4: LSEN teachers responses and codes 209
Appendix M3: Transcripts from reflective notes 209
Appendix K4: ILST interview responses and codes 214
Appendix L2: Observation checklist on reading 218
Appendix G2: Observation checklist on spelling 218
Appendix I2: Observation checklist on writing 219
Appendix J2: Observation checklist on mathematical calculations 220
Appendix N: Certificate for language editing 221
Appendix O: Turn-it-in 222

xvi
 CHAPTER ONE

ORIENTATION

1.1 INTRODUCTION

In Australia and European countries, there has been an increase in the number of learners with
language barriers to learning now being educated in regular schools. Regular classrooms have now
become more diverse with this inclusion of a great proportion of learners with language barriers to
learning.Support for these learners is provided through a number of different avenues and the
provisions vary between states and territories (Mahlo, 2011). The learners’ acquisition of
knowledge, skills, aptitudes, attitudes, values and interests is partly determined by context factors.
Some of these factors lie within the learner and others are external. Language acquisition and
developmentconstitute the most needful and valuable tools of communication (Rapetsoa & Singh,
2012:10-23). Research has aptly indicated that proficiency in reading and writing is largely
determined by proficient language use (Matlin, 2002:284 and Lessing & Mahabeer, 2007:139-150).
How much a learner can get from the processes of reading, writing and mathematical calculations is
dependent partly on how much proficiency is nurturedby the learner within the context of distinct
environments.

Many studies show that language could be a barrier to learning for many people, especially in the
developing countries and that in many instances this could retard the progress of learners who are
not too proficient in the use of their second language (Baloyi, 2002:3; Al Otaiba & Fuchs,
2002:301; Mgqamashu, 2007:200; Dlamini, 1998:19; Matlin, 2002:285; Roth, Speece & Cooper,
2002:3). The inadequacy in the use of second language should suggest to planners, interpreters and
evaluators of education policies that support services are of vital importance if effective provision
of education is the goal. In Zambia, for instance, the policy of the government includes the
following cornerstone statements regarding the education of learners with language barriers to
learning:

 The Ministry of Education will ensure equality of educational opportunity for children with
specialised educational needs.

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  The Ministry is committed to providing education quality to children with specialised
educational needs.
 The Ministry will improve and strengthen the supervision and management of special
education across the country (Mahlo, 2011: 46-51).

The National government in Zambia has enacted this policy in order to broaden the participation of
all learners for good reasons.

According to Loebenstein (2005:62), the delivery and conception of support services in South
Africa followed the same general ideological pathway as in other countries proceeding from
superstitious beliefs such as curses, sinful behaviour and disobedience to religious expectations,
neglect and limited learner support, to the development of legislation on inclusive education which
considers that provision of learner support is best effected within the mainstream learning
environment.

The central feature, which distinguishes South Africa from other countries in terms of past
provision of support for learners,is the extent to which a particular socio-political and economic
history and locus of power contributed to the general lack of educational provision and massive
social deprivation of the majority of its people (Loebenstein, 2005:62). Currently in South Africa,
language barriers to learning have not been given enough attention. Mampe (2014:252) maintains
that the language of learning and teaching (LOLT) used in different schools can be a barrier to
many learners including learners with language barriers to learning. Given the diverse language
environment in South Africa, it is inevitable that some learners attend schools where learning and
teaching takes place in a language that is not the learner’s first language.

Theron and Nel (2005: 221-222) argue that policy makers, researchers and learning authorities in
South Africa believe that English is the best language of learning and teaching. Many learners
experience language barriers to learning because of their limited proficiency in English. Studies
conducted by Lessing & Mahabeer (2007: 139-147); Rapetsoa & Singhl (2012: 10-15) and Rossi &
Stuart (2007: 139-141) indicate that limited proficiency in English cumulatively becomes a barrier
to successful mastery of concepts. Such learners have difficulty in understanding and using English
because of their limited proficiency and this inadequacy forms a barrier to learning. The reason for

2
labelling these learners as learners with language barriers to learning could be that support in the
form of preventive and supportive intervention is often not available to enable these learners to gain
adequate proficiency in the medium of instruction prescribed at the institution of learning.

Lessing and Manabeer (2007:139) maintain that proficiency in reading and writing relies largely on
adequate language use, which is the communicative vehicle that is used to move through life.
Language proficiency forms the basis of all learning and is closely related to a person’s experience
and general knowledge. Rapetsoa and Singh (2012:13) contend that language is an important tool of
communication. Therefore, language proficiency is necessary to make efficient use of the formal
learning situation. In contrast, learners in schools are not only faced with the challenge posed by the
language learning environment. The language of the textbooks is also a challenge to them. It is
instructional and often highly decontextualised. It has complex and unfamiliar sentence patterns
that are not often used in oral language. The use of specific complex vocabulary and particular key
concepts also contributes to the language problems that learners encounter. Therefore, the
researcher investigates whether learners with language barriers to learning are sufficiently
supported. The language barriers to learning that are investigated in this study are spelling, reading,
writing and mathematical calculations.

1.2 BACKGROUND OF THE STUDY

The Christian National Education Policy of 1948, the Bantu Education Act of 1953, and the
Education Act of 1967, largely codified the education system under apartheid. The two legislations
articulated a racially and culturally segregated and differentiated education system based on the
ideology of Christian National Education, designed to build a social structure reflecting a rigid
socio-economic and educational hierarchy based on race.

Prior to 1994, the South African Education Department was split into 18 racially divided education
departments. Not all education departments made provision for learners with barriers to learning
and the disadvantaged communities were totally marginalised. There were extreme disparities and
discrepancies in the provision ofspecialised education for different race groups and virtually no
provision for black disabled children even at pre-school level (Department of Education, 1997).

3
According to Porteus (2003:13), the South African system of education emerging from the 20 th
century was remarkable for its purpose. In special schools, learners with barriers to learning were
receiving only the Foundation Phase programme which caters only for Grade 0-3. Such a low level
of education cannot sustain the conditions of living and the needs of learners with barriers to
learning. Luhabe and Motladiile (2011:3) maintain “most special schools in the North-West
Province did not have a special curriculum designed for learners with mental disabilities and there
was no proper infrastructure for learners who were physically challenged.” Luhabe and Motladiile
(2011:3) furthermore posed the question on how one could expect a mentally disabled learner to
cope with a curriculum used in mainstream schools. There was no proper alignment of specialist
skills and knowledge in special schools and the schools lacked the essential services of
psychologists, speech therapists and social workers.

Learners with language barriers to learning have a right to equal access to education at all levels in
a single inclusive education system that is responsive to the diverse needs of all learners,
accommodating both different styles and rates of learning (Naicker, 1999:15). According to the
report from The National Commission on Special Needs in Education and Training (NCSNET) and
The National Committee on Education Support Services (NCESS), (1997:11), all learners are
entitled to participate in the common education curriculum where all aspects of the curriculum
should be accessible to all learners.

In South Africa, the situation with regard to inclusion of learners with language barriers to learning
in the common education curriculum is complicated by the history of unequal provision of
education under the apartheid regime. Apartheid caused many problems in South Africa’s education
system, especially for learners with barriers to learning who were disadvantaged. Specialised
education and support were provided on a racial basis, with the best human, physical and material
resources reserved for whites (Department of Education, 2001:5). The issue of mainstreaming was
itself a challenge and further complicated by the fact that many learners in less advantaged
communities had either fallen outside of the system or they had been mainstreamed by default
(Department of Education, 2001:5).

Current global thinking prefers inclusion as a moral imperative. For example, more than 300
participants representing 92 governments and 25 international organisations met in Salamanca,

4
Spain, in 1994 to further the objectives of Education for all. It was clear from the conference that it
was desirable for schools to accommodate all learners regardless of their learning difficulties and
challenges (UNESCO, 1994). In countries like the United States of America, Netherlands, England
and Wales, most learners with barriers to learning are educated alongside non-mentally challenged
learners in mainstream schools (Meijer, 1994).

The introduction of the Screening, Identification, Assessment and Support (SIAS) strategy allows
many children of school-going age who experience barriers to learning, including those who are
disabled, to exercise their rights to basic education and access the necessary support in mainstream
schools as far as possible. This strategy also ensures that mainstream schools have in place policies,
cultures and practices which are welcoming to all learners (Department of Education, 2008). The
SIAS strategy states that an Inclusive Education and Training Strategy is designed and aimed at
responding to the needs of all learners in South Africa, particularly those learners who are
vulnerable and most likely to be marginalised and excluded (Department of Education, 2008: i).

1.3 STATEMENT OF THE PROBLEM

According to Education White Paper 6 (2001:24), learners with language barriers to learning have
to be included in mainstream schools in South Africa. It further insists that the education and
training system should recognise and accommodate the diverse range of learning needs of learners.
Donald, Lazarus and Lolwana (2010:24) maintain that support for learners with language barriers to
learning should be provided in a broad management framework for education services.The intention
is that within the framework, support teams at all levels of education play a critical role in
identifying, supporting and addressing language barriers to learning in their immediate context.
Early identification serves, as an important practice for individual learner needs to be established
earlier and consequently determine the level of support needed. Translating the Education White
Paper 6 guidelines into practice has been beset by myriad problems. According to the report of the
National Commission on Special Needs in Education and Training (NCSNET) and the National
Commission on Support Services (NCSS) (1997:37), learners with language barriers to learning and
development are faced with the following challenges:

5
Access to special services and facilities is limited. Support for learners with language barriers to
learning in speaking, reading, writing and mathematical calculations needs to be provided
holistically. District-Based Support Teams (DBST) whose primary function is to develop on-going
support for local Institutional-Level Support Teams (ILST) in schools and other educational
institutions are encumbered by resource constraints. DBST members need to support the capacity
building of teachers, school management and ILSTs with a particular focus on curriculum and
institutional development. ILSTs identify language barriers to learning and learning needs in their
schools and develop appropriate support programmes to address learners learning challenges.
Special schools should provide specialised professional support in curriculum, assessment and
instruction that aims at improved educational services. Such specialised schools should provide
support to neighbouring school teachers with regard to addressing barriers to learning. They are
provided with special materials and equipment which mainstream schools can access. Full-Service
schools are ordinary schools which are equipped to address a full range of barriers to learning. They
cater for learners who require moderate to high levels of support along with learners who require
ordinary support needs but which are not always within the reach of communities (DOE, 2009:23
and Zelaieta, 2004:37-39).

Many policies, such as The White Paper on Education and Training in a Democratic South Africa
(1995), The South African Schools Act of 84 of 1996, The White Paper on an Integrated National
Disability Strategy (INDS) (1997), The National Commission on Special Needs and Training and
The National Committee on Education Support Services (1997) have been crafted to deal with the
specific problems of barriers to learning in South Africa. Others are, The Education White Paper 6:
Special Needs Education: Building an inclusive education and training system (2001), The Draft
National Disability Policy Framework (2008) and The UN Convention on the Rights of Persons
with Disabilities (UNCRPD) ratified by South Africa in 2007. All these legal proclamations and
declarations focus on special education as a concern for learners with language barriers to learning
(Landsberg, Kruger & Swart, 2011: 18). Among these policies was the screen, identify, assess and
support (SIAS) strategy of 2008 that emanated from the Education White Paper 6 of 2001. The
SIAS strategy aimed to bring improvements to classroom practices. Furthermore, the strategy
encourages teachers to screen, identify, assess and support learners with language barriers to
learning.

6
Policies are guiding documents designed for teachers to execute their desired practices, but they are
not always successful. Teachers have many constraints and some of these include inaccurate policy
interpretations in practice, lack of material and human resources, poor administrative support, lack
of teachers’ in-service training in education and failure to involve other stakeholders in the
implementation of policies (Stofile & Green, 2007:57).

Without adequate support for learners with language barriers to learning, effective teaching and
learning cannot be attained. This is not only limited to support for learners with language barriers to
learning only as even teachers who teach these learners need to be supported.

If learners with language barriers to learning are not supported, particularly in reading, writing,
spelling and mathematical calculation, they are unable to perform at school.

If teachers are not supported, they turn to suffer from teacher burnout and anxieties that lead to
difficulties in teaching learners with language barriers to learning.

As teachers, support plays a major role in enhancing learner active participation for better
performance. Without any doubt, lack of support by teachers in learner activities will render such
activities unsuccessful. In support of this view, Jacob, Vakalisa and Gawe (2011: 344) and Voyce
(1994: 15) argue that learners with language barriers to learning improve their academic
performance, scholastic enhancement and social interaction in an inclusive environment with
adequate support structures. This makes support a vital instrument for improvement of learning for
learners with language barriers to learning and must be attended to.

1.4 RESEARCH QUESTIONS

This study seeks to address the following research questions:

1.4.1 Main question

 How didmainstream primary school teachers support learners with language barriers to
learning?

1.4.2 Sub questions

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  Which structures were needed to support learners with language barriers to learning in
mainstream primary schools?
 What support did learners with language barriers to learning need from mainstream primary
school teachers?
 How did learners with language barriers to learning screened, identified, assessed and
supported by mainstream primary school teachers?
 What model improved the support for learners with language barriers to learning?

1.5 AIM AND OBJECTIVES OF THE STUDY

Aim

The main aim of this study was to investigate how mainstream primary school teachers in Mafikeng
Area Office support learners with language barriers to learning.

Objectives

To achieve the main aim, specific objectives have been formulated to guide this study. This study
seeks to:

 Determine the structures that were needed to support learners with language barriers to
learning in mainstream primary school teachers.
 Determine support needed by leaners with language barriers to learning from mainstream
primary school teachers.
 Determined the screening, identification, assessment and support for learners with language
barriers to learning.
 Formulated a model that was used to support learners with language barriers to learning.

1.6 SIGNIFICANCE OF THE STUDY

It is envisaged that when language barriers to learning are detected early and proper intervention
strategies used, maximum participation in teaching and learning improves. In addition, through
screening, identification, assessment and support for learners with language barriers to learning,

8
mainstream primary school teachers can identify and assist learners who need support in learning.
This studycontributes ideas towards improving support for learners with language barriers to
learning in the mainstream primary schools in the Mafikeng Area Office.

The investigation lays the ground for theory and practice of improved quality of teaching and
learning in mainstream primary schools of the Mafikeng Area Office, especially for learners with
language barriers to learning by critically reflecting on mainstream primary school practices,
teaching and learning and how these could be improved (McNiff & Whitehead, 2002: 83).

This research contributes to the body of knowledge, which supports learners in language
development. Findings emanating from this study also inform relevant policy planning
implementation and assessment and the insights might gained determine further research in this
critical area of study.

1.7 DELIMITATION OF THE STUDY

This study was conducted in Mafikeng primary schools. Mafikeng is located in the Ngaka Modiri
Molema District in the North-West Province. The study was an investigation of the support given to
learners with language barriers to learning.Five clusters of primary schools in the Mafikeng Area
Office with two primary schools per cluster are used. These schools are situated in rural areas. Only
Learners with Special Education Needs (LSEN) teachers participated in the study.

1.8 LIMITATION OF THE STUDY

The study has the following limitations:

Due to financial constraints, the study was confined to Ngaka Modiri Molema District in the
Mafikeng Area Office of the NorthWest Province.

9
1.9 DEFINITION OF BASIC CONCEPTS

1.9.1 Barriers to learning

Landsberg, Kruger and Nel (2005:17), define barriers to learning as “those factors which lead to the
inability of the [educational] system to accommodate diversity, which lead to learning breakdown
or which prevent learners from accessing educational provision.” From a systemic approach, factors
that create barriers to learning may be located within the learner, the school, the educational system
and the broader social, economic and political context. Bornman and Ross (2010:133) maintain that
barriers to learning is a broad term for a group of individuals who experience difficulties in one or
more of the basic processes involved in understanding language. This might be a problem in
listening, thinking, speaking, reading writing, spelling or even in doing mathematics. In this study,
barriers to learning mean those factors, which lead to learning breakdown that prevents learners
from accessing the general educational provisions as defined in the national curriculum.

Factors that create barriers to learning may be located within the learner. In this case, the learner is
unable to read, spell, write and do mathematical calculations.Within the school, for example, the
language of teaching and learning, inflexible curriculum or the broader social context such as
poverty,unemployment of parents and political context, that is lack of amenities like, electricity,
toilets and teachers at risk may constitute the barriers. In mainstream primary schools, the range of
factors resulting in barriers to learning can be viewed as a dynamic, interactive continuum from
internal to external system factors. Such factors hinder how learners with barriers to learning access
epistemic knowledge (Landsberg et al., 2005:17).

The National Strategy is an educational policy designed in 2008 comprising four concepts and aims
at improving and supporting learners who experience barriers to learning so that they access
necessary support in mainstream schools. The four concepts are: screening, identification,
assessment and support.

10
1.9.2 Screening

Screening means getting to know the learner. It is basic information required about the learner,
which generates an overall picture of who the child is and what their experiences have beenbefore
arriving at a particular school (Department of Education, 2008:12).

1.9.3 Identification

According to Department of Education(2009:14), to identify is to discover something correctly. The

development of learner profiles through identification can be used to determine learning needs,
develop support programmes and evaluate whether or not effective learningand teaching occurs. In
this study identification implies locating individual learner needs relative to the home and the
school content, to establish the level and the extent of support that is needed (Department of
Education, 2008:1).

1.9.4 Assessment

Assessment is to move away from examining only the intrinsic barriers to learning into establishing
all contextual factors, which impede the teaching and learning process of learners (DOE, 2009:14).
In this study assessment means a process of identifying, gathering and interpreting information
about learners, specifically the combination of intrinsic and extrinsic barriers to learning (Bornman
& Ross, 2010:37-38).

1.9.5 Support

Support refers to different strategies used to assist schools in a bid to enable effective teaching and
learning to take place. It includes everything that enables learners to learn in schools and providing
suitable environment and teachers who minimise barriers to learning (DOE, 2009:7).

Support for learners with language barriers to learning needs to be provided holistically.
Collaborative support involvesenabling structures and shared commitments. These structures should
form a coherent whole where one attribute complementtheother. The education support system in
South Africa includes the following levels of support structures:

11
  District-Based Support Teams (DBST),
 Institutional-Level Support Teams (ILST),
 Special schools as resource centres,
 Full-Service schools and
 Inter-sectoral collaborative structures.

The SIAS strategy is informed by the findings and recommendations made by the National
Commission on Special Needs in Education and Training (NCSNET) and the National Committee
on Education Support Services (NCESS) as appointed by the then Minister of Education, in
Education White Paper 6 of 2001, which was tasked to investigate and make recommendations
about learners with barriers to learning on all aspects of special needs and support services in
education and training in South Africa (NCSNET & NCESS, 1997:6). The four concepts listed
above form SIAS Strategy.

1.9.6 Language

Landberg et al., (2011:126) describe language as a multidimensional and open system through
which human beings communicate their thoughts to others who are familiar with a specific
language system. In this study, languagebarriers mean the inability to read, spell, write and do
mathematical calculations.

1.9.7 Primary school learner

According to Jacob, Vakalisa and Gawe, (2004:19), a primary school learner is someone from
Grade 1 to 6, who carries out various tasks, taking interest in their learning and developing their
skills, knowledge, values and attitudes. The National Curriculum Statement, reformulated as the
Curriculum and Assessment Policy Statement (CAPS, 2012) seeks to create a lifelong learner who
is confident and independent, literate, numerate, multi-skilled, compassionate with respect for the
environment and the ability to participate in society as a critical and active citizen.

In this study, a primary school learner refers to someone who learns in order to acquire skills,
knowledge, values and attitudes. A learner might be assigned various tasks of common interest,
such as writing assignments and performing activities. It is important that teachers ensure that these

12
duties and tasks follow the principles of inclusion and that all tasks are equally valued, gender-
sensitive and fair, hence teachers have to take responsibility for the learning and well-being of all
learners in their specific learning sites.

1.9.8 Mainstreaming

According to Landsberg et al., (2005:6-7), mainstreaming means including learners with barriers to
learning in mainstream education alongside their regular peers. In this study, mainstreaming
suggests teaching learners with barriers to learning alongside regular school learners which is most
effective in averting discriminatory attitudes, creatingempathetic and welcoming communities and
educating for improved efficiency.

1.9.9 Learners with Special Education Needs (LSEN) teacher

Chipeta,Masile and Shumba. (2000: 25) define a special education teacher as a support teacher
(special education) who interacts with learners with barriers to learning in and out of the classroom
on a daily basis.In this study, a special education teacher implies a teacher who works in a school
for learners who are unable to benefit fully from ordinary schooling because they have barriers to
learning. This teacher modifies teaching methods to accommodate such learners, in order to impart
knowledge to learners, inspire learners to become interested in a lesson, ensure that learners
accomplish learning outcomes and assist learners appropriately. This frequent interaction makes a
special teacherto become a significant influential force in a learner’s development and socialisation.
Therefore, special teachers are those professionals with tasked to efficient undertaking of their
classroom administrative duties as well as promoting critical and ethical attitudes and nurturing a
sense of respect and responsibility amongst learners.

1.10 CHAPTER DIVISION

This study is divided into the following six chapters:

1.10.1 Chapter One: Orientation

Chapter One provides a general overview of the investigation conducted in this study. This chapter
also provides the structure of the research, whichcomprisesthe introduction, background of the

13
study, statement of the problem, research questions, aim and objectives of the study, significance of
the study and definition of basic concepts.

1.10.2 Chapter Two: Literature review

This chapter provides the theoretical framework regarding support for learners with language
barriers to learning. This chapter determines whetherthere is a need for the Department of
Education to support and monitor the implementation of education policies at the district level as
this level is closest to the schools. The literature review locates the experiences of school districts
within the local and international contexts of inclusive education. The use of literature from abroad
contextualises Inclusive Education in the South African Education System, since research in school
districts in South Africa is limited.

1.10.3 Chapter Three: Implementation of research design and methodology

Chapter Three explains the type of research undertaken and how data was collected and analysed.
Interviews, document analysis and observation are conducted in order to extract relevant
information that addresses the research questions outlined in the first chapter. Furthermore,
measures to ensure trustworthiness, validity, reliability and compliance with ethical standards are
presented in order to adhere to research ethics.

1.10.4 Chapter Four: Presentation and discussion of results and findings

Chapter Four presents the data analysis and interpretation on support for learners with language
barriers to learning.

1.10.5 Chapter Five: Description of the suggested model for SIAS strategy to be implemented in the

North West Department of Education (NWDE)

Chapter Five focuses on the proposed model for SIAS strategy for learners with language barriers
to learning in the NorthWest Province. It provides the current position in the North West
Department of Education focusing on the shortcomings of current practices, the suitability of the
proposed model in eliminating the current shortcomings and the diagnostic procedures of the

14
proposed model that seek to improve current practices. This chapter also interrogates the
assumptions, characteristics and adequacy of the proposed model. This segment of the chapter
delineates how inter-sectoral collaboration functions in practice.

1.10.6 Chapter Six: Synthesis, findings and critique, recommendations and conclusion

Chapter Six summarises the study, offers adiscussion ofthe findings, reconsiders the literature
review and makes recommendations based on the findings of the study.

1.11 SUMMARY

This chapter is the orienting chapter of the study. It outlines the background of the study, statement
of the problem, research questions and significance of the study.

15
 CHAPTER TWO

LITERATURE REVIEW

2.1 INTRODUCTION

The purpose of this chapter is to review literature related to support for learners with language
barriers to learning and how teachers could support them. Existing policies on support for learners
with language barriers to learning, relevant research and the theoretical argument on support for
these learners within the context of inclusive education are also reviewed. In this study, language
barriers to learning have been conceptualised to include reading, spelling, writing and mathematical
calculations.

2.2 SUPPORT FOR LEARNERS WITH LANGUAGE BARRIERS TO LEARNING

2.2.1Getting to know learners with language barriers to learning

Many learners who have problems with language barriers to learning do not have good reading
skills. Some read very slowly and do not remember what they have read. Others do not know how
to pick out information from a book and they give up when they try to read a whole book at once
(Bornman & Ross, 2010:63). Many struggle with reading long passages and never read for
enjoyment. These learners avoid reading whenever they can and struggle with written work in all
learning areas. They cannot hear the differences between language sound and differences in vowels
seen especially doubtful.They confuse letters and sounds; they find it difficult to put together
sounds in the right order to make up words while reading and they cannot echo new words
(Winkler, Modise & Dawber, 2004: 86).

Learners with language barriers to learning struggle to break words into syllables, they confuse long
words which have a similar beginning or ending, they find it difficult to find the main ideas in a
paragraph or to pick out important details.Sometimes they do not understand what they read, they
are doubtful about the letters and the sounds of the words; they do not know the meaning of words
they read, they read very slowly and forget the beginning before they get to the end.Teachers in

16
such instances need to establish the following: a positive school ethos and expand choices within
the curriculum in order to support a wide range of learning styles (Bornman & Ross, 2010: 59).

Implementing such strategies encourages learners with language barriers to learning to know that
their school and teachers nurture them and help them with academic activities. When learners
experience a sense of belonging and achievement, they become motivated to participate in
classroom activities. Mainstream school teachers need to consider these under mentioned strategies
to ensure effective teaching for learners with language barriers to learning:

2.2.2Presenting effective lessons

In mainstream primary schools, there is a need for teachers to present effective lessons in the
classroom situation. A lesson can be developed and presented through a five critical components of
presenting effective lessons, which are structure, clarity, redundancy, enthusiasm and maximising
participation through questioning and feedback.

2.2.3 Structure

Structure refers to the way the different components of a lesson are planned. Teachers should start a
lesson by explaining the main objectives of the lesson (the learning outcomes) in clear terms to the
learners. The teacher should also emphasise critical elements of the lesson and help learners to
summarise them. The worksheet structure known as situation, problem, solution and outcome has
been proven to be effective in helping learners understand the basic structure of a lesson (Nel, Nel
& Hugo, 2012: 169).

Another type of worksheet structure is a mind map. Teachers, psychologists, therapists and
engineers have used mind-mapping to facilitate learning, memory, summarising facts,
brainstorming and problem-solving. A mind map is a diagram representing ideas, words, tasks and
other items around a central key word or theme (van Der Walt, Evans & Kilfoil, 2009:165).

2.2.4 Clarity

Teachers have to be competent in language use and be brief and to the point. They should use
language that learners understand. Teachers can sometimes use gestures to show the meaning of

17
words or to emphasise certain facts. Using gestures is particularly helpful for learners with language
barriers to learning (Bornman& Ross, 2010:63).

2.2.5 Redundancy

Redundancy means that teachers should emphasise and reinforce the most important concepts in the
lesson. When reading, the most important words in the text must be underlined for future use and
thereafter learners work in groups to identify other words. During a lesson, the teacher gives
examples of important words and then learners work in groups to identify others (Bornman & Ross,
2010:64). In this study, redundancy meansadapting and utilising readily available resources in the
classroom, such as painting and cutting words, finding the right word to describe something,
resolving confusion in using words and the opportunity to advance the next stage of an activity. A
learner learning to read gets reinforcement when their vocal responses to a text compose verbal
stimuli known to the learner.

2.2.6 Enthusiasm

An enthusiastic teacher who is creative and conversant with their teaching strategies, methods and
techniques makes learners participate and learn more in the classroom situation. Enthusiastic
teachers tend to create a positive classroom environment that encourages exploration and creative
thinking and where learners learn to experience learning activities as fun, valuable, useful and
focused, their academic performanceis enhanced. This brings about a positive relationship between
the teacher and learners characterised by humour, trust and individual concern (Bornman & Ross,
2010:64).

2.2.7 Maximising participation through effective questioning and feedback

In order to generate active participation, teachers in mainstream primary schools should select
materials with an appropriate difficulty level and a high interest level. They need to integrate these
together with the careful use of questioning techniques and providing positive feedback. This
develops each learner’s confidence, responsibility and enthusiasm for learning.

18
The effective use of questions is an excellent teaching tool that encourages creative learning. The
primary aim in the classroom is to teach learners to explore, organise, integrate and extend their
skills, knowledge and values and attitudes and make these useful in different situations. Questions
bring about activeparticipation; understanding and retention of information are increased. Questions
also have a certain difficulty levels and assist in developing thinking and problem-solving skills.
Teacher questions should reflect various difficulty levels. Thinking and problem-solving skills are
both critical in ensuring academic success (Wessels, 2010:140).

2.3Helping learners to overcome language barriers to learning

Helping learners overcome language barriers to learning in South Africa was inspired by projects
like “Sisonke” which means we are together. “Sisonke” sought to provide information on learning
support strategies for all learners in mainstream schools. The Screening, Identification, Assessment
and Support (SIAS) strategies enhance such scaffolding for all learners. Many South African
foundation phase and intermediate phase teachers testify to participating in different programmes of
the SIAS projects (SIAS, 2008:1). The purpose of these projects was to enhance the teaching
practice of teachers and help learners to overcome barriers to learning in classroom situations.
These projects also generated ideas such as “All children can learn” and “Believe that all can
achieve.” According to Winkler, Modise & Dawber (2004:1), language barriers to learning could be
the result of emotional,perception, language,spelling and reading problems as well as mathematical
calculations (numeracy), concentration span and poor educational experiences.

The South African policy on inclusive education makes it clear that learners should be supported in
schoolsin which they are placed. The Education White Paper 6 (2001) presents a shift away from
labelling learners according to their learning problems. Schools should rather look out for barriers
to learning and create an environment in which all children can learn and achieve.

2.3.1Language and learning

Language skills are very important at school. Language and learning cannot be separated because at
school learners are involved in using language for communication and thinking. Language is a tool
for thinking critically about the world and how it works(van Der Walt et al., 2009:1).

19
2.3.2 How teachers can help learners who experience difficulty with verbal instructions

In language learning, learners often cannot listen well when the teacher speaks quickly.Often they
neither know the meaning of words used in the instruction nor do they understand the language
used by the teacher. Teachers are obliged to demonstrate the following: use simple instructions,
speak slowly and clearly when giving instructions.They are required to check on instructions by
asking learners to tell in their own words what they have to do; they have to make sure that learners
know the meanings of key words and they have to ask learners in the class to tell each other what
they have to do (Wessels, 2010: 101).

2.3.3 How teachers can help learners who have limited vocabulary

Sometimes learners do not know many interesting nouns and their associated adjectives, verbs and
their associated adverbs.Therefore they become slow at learning and using new words, for example
they falter in describing objects because they do not have the names for them. They do not know
the meaning of words. Teachers need to demonstrate the following competencies: they should
make a scrapbook with learners in order for them to learn new words. The learners cut out pictures
and write down the new words. Teachershave to teach opposite words e.g. big- small, lively-calm,
and let learners find pictures of nouns that concretise these new words; they are obliged to praise
learners when they use interesting new words and not criticise their mistakes.They have got to let
learners talk about pictures. They have to let them look at differences and similarities by using
adjectives and comparisons and they are required to let them play language games such as
Charades, Scrabble and Pictionary (Hugo, 2013:40).

2.3.4 How teachers can help children who have limited language skills

Sometimes learners do not understand what they read. They struggle with spelling and writing. As a
result, they do not understand the language used in mathematics (numeracy), specifically
mathematical word problems. Language teachers need to demonstrate the following capabilities:
awareness of the language skills needed for each task and skills that facilitate learners understand
what they have to do. Language teachers should teach words needed for learners to understand,read
and write in other learning areas (Thornhill& Hugo, 2013: 159).

20
2.4 Assisting learners to read

According to Lenyai (2013:15), reading and writing are the two most important skills learnersgain
from school. They constitute the foundation for all learning later in life. In reading, learners are able
to read and view for understanding and to evaluate critically and respond to a wide range of texts.
The purpose of reading is to develop learners who are independent and enthusiastic readers and who
are able to engage in lifelong learning. Teaching helps learners to read with confidence and for
enjoyment. To achieve that purpose, learners are expected to develop reading strategies, evaluate
meanings and language critically in all texts and appreciate and critique them. Effective reading and
viewing skills allow learners to access information andthese literacy practices are central to their
functioning successfully in a school environment.

Many learners who have learning difficulties in their school years do not have good reading skills.
Some read slowly and do not remember what they have read. Others do not pick out information
from a book. Many such learners struggle with reading long passages and hardly read for
enjoyment. Therefore, their problem in reading prevents them from doing well at school. Good
reading skills prevent many learning difficulties in later years of schooling. Learners with language
barriers to learning avoid reading and struggle with written work in all learning areas. Their
problems with reading prevent them from doing well at school (Winkler et al., 2004: 86).

2.4.1 How teachers could helplearners who have problems with reading memory

Many learners resist reading because they cannot make sense of words.Consequently, such cannot
read long paragraphs, nor listen to the media(Winkler et al., 2004:88). Teachers are encouraged to
demonstrate the following: make regular reading times for learners who are struggling until they
begin to make sense of the words and concentrate on the meaning; teachers are supposed to read
short, interesting paragraphs to learners and ask them to listen for the main idea; they have to let
learners individually read short pieces at a time. Once they have finished, teachers could ask them
to write only one sentence about the passage they have read to demonstrate their comprehension
and summary skills. They ought to show learners that they have understood what they have read by
filling in missing words, drawing pictures, filling in missing speech bubbles and arranging pictures
in the order in which they appear in the story (Wessels, 2010:33).

21
2.4.2 How teachers can help learners who have problems with understanding

Learners need to exert great effort in understanding sounds, more especially if vowels and
consonants begin with similar sounds. It is clear that if they fail to articulate well then the learners
cannot spell correctly. Teachers are encouraged to practice letters to extend learners’ understanding
of phonological sounds. Also teachers have to asklearners to think of more words that begin with
the same sounds; get learners to read in pairs if they are unsure about the meaning of the words; and
choose reading materials that suits the language level of the learner even if their vocabulary is
limited.In sum, teachers must guide learners through the written text using questions, pictures and
key words (Winkler et al., 2004:90).

2.4.3 How teachers can help learners who hate reading

Reading is regarded as an important skill which learners should master and enjoy. Learners
sometimes lack reading skills because there is no model who reads for them to help them enjoy
books. They cannot find books that interest them and which are easy to read, since the vocabulary is
often difficult for them. Teachers should make available three book boxes for the classroom with
short, easy reading pieces which could include articles from magazines. The first box should
contain very easy reading materials; the second box should contain easy materials while the third
box should contain challenging materials (Wessels,2010:34). This graded reading material allows
learners to choose to read at a level that they are comfortable with. Eventuallyteachers should let all
learners in class spend at least fifteen minutes of each school day reading quickly across the
difficulty levels identified. Teachers can then organise a book character day in which each learner
dresses up as a character from a book they have read (van Der Walt, Evans & Kilfoil, 2009: 153).
They should then tell the class who they are and what they liked about the book.Teachers should
encourage reading for fun. They should read books which are interesting to learnersand suggest
books that are high interesting-low vocabulary. They should talk about books with learners, make
lists of exciting books, and strive to contact organisations that set up a little library in class (van Der
Walt et al., 2010:149). Therefore, teachers need to support learners by providing graded reading
programmes which improve learners’ reading competencies and develop their reading skills
because such programmes afford learners with practice and enjoyment.

22
2.4.4 How teachers can help learners who have difficulty with sound-symbol
association.

When learners learn sound-symbol associations, often they cannot hear the differences between
language sounds and vowels. They confuse letters and sounds. In the same way, they find it
difficult to put together sounds in the right order to make up words while reading. Therefore, they
cannot echo new words. Teachers must perform the following tasks: begin teaching consonant
sounds before teaching vowels e.g. s, f, h, p, m, r, n, t,; use short regular words to teach the rules of
phonics; teach exceptions to the rules as ‘sight-words’ where learners have to remember the word as
a whole and they should write down three words that look similar e.g. fat, bat and sat. This
encourages learners to pay attention to the sound-symbol association (Joubert, Bester & Meyer,
2011:226).

2.4.5 How teachers can help learners with trouble remembering sight-words

Recognising sight words is a useful aspect in language learning. Learners with this problem read
very slowly, moving from sound to sound and cannot remember sentences they have read. They
often do not remember irregular words. Teachers should practice sight-words by writing them on
flashcards and showing them quickly so that learners do not have time to sound them out. They
must remember what the word as a whole looks like. They should do this every day and then
teachers should draw the shape of common sight-words and let learners work out what words would
fit the shape (Coltman & Place, 2013:116)).

2.4.6 How teachers can help learners who have problems reading longer words

Very often, learners do not make great effort to break words into syllables. For instance, they
overlook parts of the word while reading. Likewise, they confuse long words which have similar
beginnings or endings. Teachers need to demonstrate the following competencies: break words into
syllables (orally) while clapping hands before reading words e.g. good (clap once), morning (clap
twice). Teachers should ask learners to complete a sentence, choosing from three words that look
similar, e.g. My father is a……man (Thornhill & Hugo, 2013: 156). They could ask learners to
choose from the following given words: talk, tall, tart, and this exercise would help learners to look
carefully at words that have similar beginnings. Assisting learners to readand become independent

23
readers is an important first step towards reading for pleasure. Many learners read accurately, but
very slowly. Others read quickly, but they struggle to comprehend what they read (Winkler et al.,
2004:88).

2.5 Helping learners with writing

According to Winkler et al., (2004: 93), writing is very demanding. When writing, one has to
combine many different skills in order to write well. One needs fine motor, perception, language
skills, good memory and concentration. Learners usually have difficulties in three areas:
handwriting, spelling and writing confidence. Teaching learners how to form letters through,
handwriting skills and how to construct words, i.e., spelling is very important.

2.5.1 How teachers can help learners who have perception problems

Often learners resistwriting different shapes of letters.As a result, they struggle with the direction
and shapes during letter formation. Then they lose their pace in writing. Teachers need to
demonstrate the following: practice writing confusing letters before using them in words, for
example, ‘b’and ‘d’ and teachers should give learners a chart to check their letter formation if they
are unsure (Winkler et al., 2004:96).

2.5.2 How teachers can help learners who have low muscular tone

When writing, one needs to combine many different skills e.g. fine motor skills, perception skills
language, memory and concentration. Therefore, learners with low muscle tone get tired quickly
while writing; they tend to lie on their desks while writing and they also get tension in their fingers
and hands (Winkler et al.,2004:96). Teachers need to develop the following strategies: encourage
learners to write while sitting in the correct posture; letting learners shake their hands regularly to
relax their fingers and practicing fine motor activities.

2.5.3 How teachers can help learners who avoid writing

Sometimes learners take a long time to settle into a writing task. For example, they disrupt writing
lessons and as a result, they present written work that is often sloppy or incomplete. Finally, they
write as little as they possibly can. Teachers are encouraged to demonstrate the following: teachers

24
should use handwriting skills in order to assist learners to construct correct spelling in writing;
teachers have to help learners to get started by giving them key words or a first sentence and guide
them through a writing task; teachers should insist that learners write short pieces every day and
teachers should encourage group writing where learners can help each other (Winkler et al.,
2004:101).

2.5.4 How teachers can help learners who have problems with writing conventions

Learners with writing problems often find difficulty in punctuation marks. Firstly, they are doubtful
about correct spelling and they often do not use capital letters. As a result, they forget to apply
language rules when they write. Teachers should demonstrate the following competencies:
theyought to allow learners to rewrite their work and they are supposed to teach learners editing
skills so that they can improve their work when they rewrite it. They should focus on one
convention at a time (Winkler et al., 2004:102). This teaches learners to write for common purpose.

2.5.5 How teachers can help learners who do not structure their written work well

In most cases, learners write unclear sentences.They use neither full sentences nor paragraphs. They
also write stories that do not have a clear beginning, middle or end. Teachers are encouraged to
demonstrate the following: teachers should tell stories in class or read to the learners so that they
become familiar with the structure of stories; teachers should encourage learners to tell stories about
themselves; teachers should tell part of the story and ask learners to write the ending; teachers
should ask learners to identify the beginning, middle and the end of stories and teachers should
provide cartoons or picture stories to help learners structure their writing (Van Der Walt et al.,
2009: 255).

Writing is a process where learners have to be able to infer meaning from a text they read. They
have to produce a meaningful and coherent text. Teachers should let learners write down the story
they have heard. They should encourage learners to use their drafts to make their own little story
book with a page and drawings. Every learner should write the story in his or her own book.
Learners can help each other with ideas, vocabulary and spelling (Wessels, 2010)

25
Several suggestions have been made as to how learners who are unable to write can be best assisted.
Winkler et al.,(2004: 96) have proposed the use of the chart presented below:

a b c d e

f g h i j

k lm n o

p q r s t

u v w x y z

Figure 2.1: Handwriting chart (Adopted from Winkler et al., 2004:97)

26
This handwriting chart in Figure 2.1 addresses the problem of fine motor skills and learners with
low muscular tone who gets tired while writing and get tense in their fingers and hands. The chart
shows how teachers can practice fine motor activities in writing and encourage learners to write and
relax their fingers (Winkler et al., 2004:96).

2.6 Understanding spelling problems

According to Winkler et al., (2004:97), spelling is the skill of forming words. When one spells out a
word, he or she goes through three important steps: he or she thinks of sounds that make up the
word; he or she remembers the letters that make up the word and he or she puts the letters together
to form the word.

When learners learn in English, they often find spelling very difficult. Not all words in English have
regular spelling where letters match the sounds. There are many words that are not spelt the way
they sound. Some words have silent letters, for example, knight and write. Some words use group
of letters to make a new sound, like, rough and nation.

2.6.1 How teachers can help learners who have problems with spelling and writing

Often learners are unsure of the sounds of the language and make many mistakes, for instance, they
are slow to learn to spell new words and this leads to leaving out interesting words while writing
because they are not sure how to spell them. Teachers need to help learners as follow: teachers
should teach spelling using word families where words are grouped together because they have
similar sounds, for example, fat, cat and mat; teachers should teach two or three new spelling words
every day; teachers should praise learners if they write interesting words, even if they are not sure
how to spell them and teachers should sometimes give learners a chance to write stories or news
without marking their spelling mistakes (Winkler et al., 2004:99).

Assisting learners to improve their spelling is to enable them to sound out words and match the
sounds with letters. They are also aware of irregular words and remember what they look like.
Learners think about the way a word is used and what it means before they write it down. Teachers
can help learners improve their spelling by helping them understand how words are made up and
how words are used. By grouping spelling words into word families, teachers should concentrate on

27
different spelling rul. For example, very few English words end with, i, u, or v, usually there is a
silent ‘e’ at the end of a word, such as:

give, have, solve

glue, blue, true

pie, tie, die

Very few English words end with ‘j’. The ‘j’ sound is usually made by letters ‘edge’ or ‘ge’:

marriage, huge, college

edge, badge, knowledge, ridge (Winkler et al., 2004:98).

2.8 Mathematical calculation problems

Many learners have problems with number skills. They find it difficult to understand how numbers
work and what they should do with them. As with reading and writing, learners who do
mathematics or numeracy at school need to combine a variety of important skills, some of which
are number concept, memory, attention, sequencing, comprehension and language. If they do not
know these skills, they would struggle to cope in the classroom situation. According (Annual
National Assessment, 2013: 22).

2.8.1How teachers can help learners who have mathematical calculations problems

Learners in Grade 4 have problems in understanding the language used in the mathematics class
(Winkler et al., 2004:108). For instance, they are unsure about how numbers work, or they are
unsure how to use number charts and as a result, they forget the time-tables. They find it difficult to
isolate number problems or to solve them. As a result, they overlook details and make mistakes
while copying. Teachers need to demonstrate the following competencies: they supposed to teach
learners to say “and” before “add”, say “take away” before “minus”, say “share” before “divide”,
say “is” before “equals”; they should ask learners for these “maths words” in their home language;
they are obliged to explain that multiplication is a quick way of adding; they should allow learners

28
to talk about ways in which they solve problems and explain sums to each other and they supposed
to use familiar objects and keep numbers low while teaching mathematical words (The Molteno
project 2004:75).

2.8.2 How teachers can help learners who have problems with concepts

Learners find difficulties with concepts in mathematical calculations in class. When they look at
concepts as individuals, they neither understand concepts nor can they solve mathematical
problems. Teachers are encouraged to demonstrate the following: they ought to allow learners to
talk while they are working out sums and do not use calculators; they supposed to allow learners to
work with real objects, then move on to drawings and finally write up the sum and provide a lot of
repetition and concrete experience e.g. weigh objects, use calculators, talk about sums, and do daily
work charts with short sums on them (Bowie, Cronje, Heany, Maritz, Olivier, Rossouw &
Willers,2012:9).

2.8.3 How teachers can help learners who have problems with comprehension and

problem-solving abilities

Learners do not comprehend nor solve mathematical problems. For example, they need to be
allowed to talk about number problems. They also need to be allowed to solve mathematical
problems in groups, thus using a variety of non-verbal styles in order for them to understand
mathematical problems. Teachers are encouraged to demonstrate the following: they oughtto allow
learners to talk about number problems, for example, they should ask: “How many ways are there
to make five?”; theysupposed to keep numbers low in problem-solving sums; they are obliged to
allow learners to solve problems in groups; they have to use a variety of non-verbal styles to
improve learners’ understanding of mathematical problems and should encourage them to find their
own solutions using calculators, drawings and other methods (Yule, 2012:33).

2.9 How mainstream schools can learn to cope in teaching learners with language barriers to

learning

Mainstream primary school teachers will find it easier to help learners with barriers to learning if
schools as a whole are aware of learners’ problems. The following factors can help mainstream

29
primary schools cope with an increasing number of learners with language barriers to learning who
find it difficult to learn (Yule, 2012:20 and Winkler et al., 2004: 112): there have to be a mutual
communication among principal, teachers and parents about the learners with language barriers to
learning. The school is prepared to spend money on resources that help teachers prepare
differentiated lessons. The school is supposed to organise in-service training for teachers on how to
deal with learning difficulties. Assisting learners with barriers to learning is seen to be an important
part of school life. The school has a system for keeping records for each learner of all information,
for example checklists, letters, referrals related to barriers to learning.

2.10 RELEVANT SOUTH AFRICAN POLICIES

Prior 1994, the South African Education Department was spitted into 18 racially divided education
departments. Not all education departments made provision for learners with language barriers to
learning and the disadvantaged communities were totally excluded. There were extreme disparities
and discrepancies in the provision for specialised education for different race groups and virtually
no provision for black disabled children even at pre-school level (NCSNET & NCESS, 1997: 21).

The racial inequalities in the provision of education for learners with special needs and education
support became more stuck with the implementation of the National Party’s policy of separate
development in 1948. The institutionalisation of apartheid in every facet of South African life had a
significant impact on the area of special needs and support in education. The setting up of
homelands system, the promulgation of the Bantu Education Act (1964), the Indian Education Act
(1965) and the Coloured Persons Education Act (1963) all impacted on racial disparities and
contributed to the massive inadequacies in educational provision which were highlighted in the
National Education policy (NCSNET/NCESS, 1997: 22).

Nel and Theron (2008: 203) argue that many parents and caregivers believe that English is the best
choice of LOLT (Language of Teaching and Learning) for their children. This choice made many
ESL (English Second Language) learners experience language barriers to learning because of
limited English proficiency. Furthermore, most English Second Language learners are not skilled
enough to learn mathematics and English in their second language. Consequently, teachers lack the

30
training, knowledge, tools and time to support the learning of English Second Language. Learners
with language barriers to learning have limited English proficiency in attaining their full potential.

Many policies, like the Annual Performance Improvement Plan (APIP), Quality, Learning and
Teaching Campaign (QLTC), Foundation for Learning (FFL), School Development Plan (SDP),
School Improvement Plan (SIP), Integrated Quality Management System (IQMS) and School
Administration and Management System (SAMS) come into support for all learners in schools.
Among these policies was the Learner Attainment Improvement Plan (LAIP) of 2015. LAIP is
school based and attempts to meet the targets set out in action plan 2019 and schooling 2030 to
improve learning and teaching in the schooling system. Within this plan are stipulated objectives
from the Action Plan of 2019 and the following were discussed: Improve communicative skills,
such as writing and speaking and building mathematical skills of different phases in all schools
(LAIP, 2015: 2-3).

Many strategic activities were discussed in those policies and the following are well articulated to
address the support teachers need to provide for learners. Teachers have to ensure that the English
First Additional Language (EFAL) planning for all grades classes is in accordance with the policy
document on Curriculum Assessment Policy Statement (CAPS). The indicators would be
workshops for teachers on reading and writing; conducting a baseline assessment of learners’
readiness to count. They ought to identify words, colours, shapes, recognising common objects.
Learners have to learn story telling through drawing in line with the teaching of writing and
speaking. Writing for different purposes, such as, news and stories are encouraged to ensure that
learners are able to use the acquired words correctly with understanding; reciting, narrating and folk
lore to increase the vocabulary of language competency, Assessment tasks should be used to
determine learners’ understanding of concepts, memory and spelling. They have to learn at least 10
new words per week (spelling tests, comprehension and dictations). Organising counting and
speech Olympiads competitions should be persuaded to improve on speed. The use of words in the
given time has to be observed. Organising oral competitions for mathematics and language for all
grades are the competency of oral tasks to address communicative competences of learners.
Observing learners’ ability in listening and participation in discussions (storytelling, reading and
radio conversation) are encouraged. The correct use of letter sounds as per Curriculum Assessment
Policy Statement (CAPS) document.

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The emphasis should be on facilitating phonic awareness to recognise that words are made up of
sounds. The use of more rhyming words to help with the process; writing exercises, writing for
different purposes, such as, conveying messages, respond to pictures, draft short text, publishes own
writing, like, share work with others, audience and write own books are of vital importance
(Learner Attainment Improvement Plan, 2015:9-13). Furthermore, teachers have to highlight
support in hand writing skills to create awareness between drawing and writing, enough assistance
for writing with increasing legibility, implementing the activities of the mathematics and language
strategies.

The Learner Attainment Improvement Plan (2015: 15-18) emphasises strategic activities of
identifying learners with language barriers to learning from Foundation Phase and putting in place a
programme of dealing with the identified barriers to improve the quality of teaching and learning in
languages, such as, First Additional Language (FAL) speech competitions. In this study,
identification would mean learners who have been identified by teachers as experiencing language
barriers to learning in the learning process. Initial identification of learner needs would be based on
accumulated evidence from curriculum assessment process that includes observation,
documentation from learner’s portfolio, workbooks and consolidated verbal and written information
from other teachers (SIAS, 2008: 13).

To enhance the number of words the learner is capable of using, it is important to introduce projects
writing using cartoons, comics, collages, charts and mind maps. Teachers need to integrate
competitions on poems writing, reciting, reading and debate, conducting interviews and role play to
develop learners’ ability to confidently use the language. Also the activities designed to present
information, news, weather, lectures, giving directions and negotiations in line with career dress up.
The introduction on open debating sessions and literature summaries motivate the use of language.
Implementing the activities on mathematics and language use is important.

In order to increase the number of learners who master the minimum language and mathematics
competencies, it is important to introduce strategic activities. Identify learners with language
barriers to learning to be assisted with interventions, a school based plan to assist learners with
gaps in mathematics; promoting independence of language for formal and informal learning, public
and personal use; oral presentation through conversations and prepared talks; oral competitions on

32
unprepared topics to determine the use of words and promote fluency. Introduction of activities
engaging all learners in writing of stories, poetry, play, news, videos and magazine pieces,
completion of puzzles within the given time are important. Writing of literature books and texts to
correct spelling and different ways of reading for different purposes serve language reading
(Department of Education, 2015: 18-21).

Such a document incorporates the National Development Plan (NDP) for the quality delivery of
teaching and learning which support all learners in language development in the General Education
Training (GET) band.

2.10.1 The Constitution of South Africa

The Constitution of South Africa articulates the human rights and social justice approach which
exposes the learners’ rights to education. Also provides that all learners should enjoy equal rights
and protectionof human dignity and that every child has a right to basic education.

Quality education was included in Education White Paper 6 (2001), which is a process through
which trained teachers use child-centred teaching approaches in well-managed classrooms and
skilful assessment to facilitate learning and reducing disparities. As outlined in Education White
Paper 6 (2001), the policy expresses the commitment of the education that protects the
constitutional rights of all children and to provide quality education for all (Winkler et al., 2004:
viii).

2.10.2 The National Commission on Special Needs Education and Training (NCSNET)

and the National Committee on Education Support Services (NCESS) (1997)

The NCSNET and NCESS made specific suggestions and recommendations to effectively
accommodate learners with barriers to learning effectively in the South African education system
theseinclude mainstream primary schools of the Mafikeng Area Office. The NCSNET and NCESS
(1997) resolved to:

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  Ensure participation and social integration, for example, all learners must be provided with
the widest possible educational and social opportunities. Centres of learning must promote
and support inclusion and mutual respect;
 Ensure access to a single inclusive education system, for example, learners must have
access within a single education system that is responsive to diversity of learners with
language barriers to learning;
 Promote access to curriculum i.e. all learners are entitled to participate in the common
curriculum and to be provided with the necessary support to enable them to access the
curriculum effectively; and
 Make education relevant and meaningful to the lives of all learners. Facilitate optimal and
effective involvement of the community in the education of learners at all the levels.
Develop strong links between the centre of learning and community is therefore, a
fundamental prerequisite to ensure that all needs are addressed and appropriate support
provided.

The above suggestions and recommendations are vital for the mainstream primary schools of the
Mafikeng Area Office. It should also be noted that resources, such as human and materials, must be
made available for implementation of the SIAS strategy.

2.10.3 Inclusive Education as defined in Education White Paper 6 (2001:6) is as follows:

 Acknowledging that all children and youth can learn and that all children and youth need
support;
 Enabling education structures i.e. school buildings of mainstream primary schools, system
and learning methodologies i.e. access to the curriculum, teaching practices, materials and
assessment procedures, more especially to accommodate the physically disabled, hearing,
speech and visually impaired learners in mainstream primary schools and also to meet the
needs of all learners; and
 Changing attitudes, behaviour, teaching methods, curricular and environment to meet the
needs of all learners in mainstream primary schools as outlined in the National Curriculum
Statement.

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2.11 THE NATURE AND SCOPE OF SCREENING, IDENTIFICATION, ASSESSMENT

AND SUPPORT (SIAS) STRATEGY

The SIAS strategy is designed to manage and support teaching and learning processes, which affect
learners in the system. It offers guidelines on how to screen, identify, assess and support learners
with language barriers to learning. It improves teaching and learning environment for maximum
participation by learners (SIAS, 2008: 8).

In order to implement the SIAS strategy in the Mafikeng Area Office, the following have to be
considered

Gain background information on the learner

At entry to school, particularly those learners in Grade R and Grade 1 need to be screened for early
identification of language barriers to learning, developmental delays, perceptual motor problems,
disability and health needs. Their portfolios need to be developed and the school must arrange
interviews with the parents in order to get more information about the learner (DOE, 2008: 12).

Identifying barriers to learning and development of overall picture of the learner

Learners with language barriers to learning are identified based on accumulated evidence from the
curriculum assessment process, which includes observation, documentation from the learner’s
portfolio, workbooks, and consolidated verbal and written information from other teachers and
parents (DOE, 2008: 13-14).

Establish levels and nature of support

In order to establish levels and nature of support, background information of a learner and
identification ofbarriers to learning are needed. This brings about the decisions on the level of
support needed in consultation with District-Based Support Teams DBST (DOE, 2008:15).

35
Actions planning for support provisioning and monitoring

Action plans address the issue of what support will be provided, where will it be accessed and how
will they be implemented and monitored. The support package consists of combination of physical,
human and material resources (DOE, 2008:15).

2.11.1 What is SIAS strategy?

The Director-General for Inclusive Education, realising the need to support learners with language
barriers to learning in 2008, established the National Strategy on Screening, Identification,
Assessment and Support SIAS strategy, which is a part of Education White Paper 6. It also builds
on an Inclusive Education and Training system which was approved by cabinet in 2001.The SIAS
strategy aimed to respond to the needs of all learners in South Africa, particularly those who are
vulnerable and mostly likely to be excluded (DOE, 2008: i).

The SIAS strategy is a result of a rigorous process of consultations with all stakeholders, including
schools, provincial offices, Higher Education institutions and professional bodies. The inputs of
organisations, including those for and of disabled people, were incorporated in the strategy to
ensure that it would respond to the needs of learners with language barriers to learning, whose lives
would be improved by its implementation. This would bring about the dramatic change in South
Africa’s society which sometimes is viewed as being in crisis (SIAS, 2008).

2.11.2 The purpose of SIAS strategy

The purpose of SIAS is to provide a programme (which refers to structured interventions delivered
at schools and in classrooms within a specific time frame) for all learners requiring additional
support so as to enhance their participation and inclusion. The SIAS strategy provides clear
guidelines on enrolment of learners in schools and settings that acknowledge the central role played
by both parents and teachers (Department of Education, 2008: 1).

Based on the current situation in mainstream primary schools of the Mafikeng Area Office
regarding learners with language barriers to learning who are excluded by teachers, the strategy is
intended to ensure a more rigorous and consistent process of screening, identification, assessment

36
and support of learners across the system. This enables more equitable practice in terms of
admission and support. Thus, the Ministry of Education is committed to the principles of redressing
past inequalities and creating equal opportunities for all learners as articulated in the Education
White Paper 6 (SIAS, 2008: 1).

The following concepts were clearly spelt out in the strategy that could help learners with language
barriers to learning to access and participate in all areas of the curriculum:

2.11.2.1 Screening

On the arrival and during the first quarter of the school reopening, teachers are expected to screen
learners who experience language barriers to learning. The reason being to establish a support
package to address the language barriers to learning.

Therefore, getting to know the learner would mean basic information is required which informs an
overall picture of who the child is, what his or her experience has been before arriving at the school,
what his or her family and home circumstances are and what his or her strengths, weaknesses and
interests are. This serves to identify if a learner experiences barriers to learning and development
within the education system (The National Strategy on Screening, Identification, Assessment and
Support, 2008:12).

2.11.2.2 Identification

According to the Department of Education (2008:1), the SIAS strategy outlines the process of
identifying individual learner needs in reaction to the home and the school content, to establish the
level and the extend of additional support that is needed. Also, it outlines a process for enabling
access and provisioning of support at different levels. The SIAS strategy further outlines the
procedures that have to be followed in identifying language barriers to learning that affect
individual learners. It further identifies the responsibilities of teachers, managers, district-based
support teams, institutional-level support teams, Full-Service schools, special schools as resource
centres and parents that are there to increase access and maximise participation of learners in
classroom situation.

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2.11.2.3 Assessment

Assessment is a process of identifying, gathering and interpreting information about learners. The
central purpose of assessment is providing information on learner achievement and progress and set
the direction for on-going teaching and learning. Therefore, assessment maintains the focus on the
learners, their needs, their progress and their learning outcomes (Archer et al., (1999:99),

The following are the important aspects of assessment: assessment promotes efficiency and
effective teaching; assessment is used to gather important, relevant information to serve as
“markers” or milestones in decision-making about facilitation of learning in the classroom;
assessment provides teachers with feedback on their teaching and professionalism; assessment
helps learners to gauge their own progress so that they develop realistic judgments of their
capabilities and needs; assessment provides parents with information about their children’s progress
in inclusive classrooms and assessment is carried out to inform the principal and colleagues of the
level of work in the inclusive classroom.

Furthermore, Bornman and Ross (2010: 37-38) maintain that assessment is about setting goals that
inform teaching practice as today’s means of understanding how to modify tomorrow’s instruction.
In mainstream primary schools, assessment serves as a strategy that accurately reflects the learner’s
competencies and capabilities as well as areas of need while keeping in mind that focus should be
on gathering information which can be used as a scaffold for educational planning. Therefore,
assessment should reflect who the learner is, what they know (knowledge), understand (concepts
and principles) and is able to do (skills). Lastly, assessment should reflect both how the learner
learns and how they can demonstrate what they have learnt.

2.11.2.4 Support

Support encompasses different strategies used to assist schools and other educational institutions to
enable effective teaching and learning to take place. It provides suitable environments and teachers
to minimise barriers to learning (Institutional Level Support Manual, 2009:7).

In mainstream primary schools, there is a need to develop a profile for each learner from the day
they enter Grade R. The profile must be structured to ensure that teachers and schools understand

38
the support needs of all learners so as to enhance the delivery of the Curriculum Assessment Policy
Statement (CAPS). In this way, learners’ participation is maximised in the classroom situation
(SIAS, 2008:1). Screening, identification, assessment and support helps practitioners find ways to
develop learners for maximum participation in classrooms, hence its primary focus is to facilitate
access for learners, especially those learners who are totally excluded.

Bornman and Ross (2010:49) mention that support services and adaptive or therapeutic devices
include: speech therapy, physiotherapy, occupational therapy, intervention of psychologists and
social workers. Adaptive technology comes in through computers, communication devices, learning
aids and wheelchairs; while prosthetic support includes splints or braces, staffing facilitators and
classroom assistants.

2.11.3 How can the SIAS be implemented successfully in mainstream primary schools?

Stofile and Green (2009:53) argue that successful implementation of the SIAS strategy depends on
how the curriculum is made accessible and responsive to the needs of all learners. In order to enable
mainstream primary schools to accommodate diversity in the learner population, there is a need for
overall-curriculum transformation. This includes reviewing various aspects of the curriculum such
as the learning environment, learning programmes, teaching practices, capacity of teachers,
assessment of learning outcomes, equipment, medium of teaching and learning, materials and the
nature of support provided to enable access to and participation in learning programmes.
Furthermore, teacher morale and attitude need to be enhanced for better delivery of the curriculum.
Teacher empowerment, competencies and capabilities should be enhanced for efficient curriculum
delivery.

2.11.4 Making SIAS strategy work

Mainstream primary schools in countries such as Denmark, Italy and Sweden that have been
successful in implementing the SIAS strategy have had the necessary facilities and resources both
in financial and human terms, to ensure that learners with language barriers to learning are, in fact,
included in the regular classrooms and are not left behind. The following resources would make
SIAS strategy work more effectively in Mafikeng Area Office:

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2.11.4.1 Suitably qualified and experienced teachers

Mainstream classes are demanding and challenging and they require committed teachers who have
the necessary skills and expert knowledge to provide appropriate teaching and learning experiences
for all learners. Teachers with no training and experience in special education and support education
find it difficult to cater for learners with language barriers to learning. Mukhopadhyay, Molosiwa
and Moswela (2009:52) maintain that, given the complex nature of classrooms and the increasing
demands on teachers, who often have little or no specialised training in working with learners with
language barriers to learning, structures should be set up to provide the necessary guidance for
teachers to make changes in their instruction. Furthermore, according to Mukhopadhyay et al.,
(2009:51), in order to provide effective and efficient inclusion for all learners, teachers need to
develop a different set of skills and knowledge than those traditionally required for teaching
mainstream classes. With increasing diversity among children in today’s classrooms, teacher
preparation programmes are increasingly called upon to train teachers who respond completely to
the challenges of inclusive classrooms.

2.11.4.2 Pull-out service

TheSIASstrategy does not necessarily imply that learners with language barriers to learning should
remain in regular class for the entire duration of the day. Mainstream primary schools following
inclusion programmes have facilities and resources to provide pull-out services. During the school
programme, learners with language barriers to learning are pulled out of the regular classes to
attend classes that provide special programmes. The nature of these classes depends on the needs of
learners.

2.11.4.3 On-site technical assistance

To include learners with language barriers to learning in regular schools implies that these schools
need to provide a range of professional service on-site, whether full-time or part-time. Such
professional services include a school psychologist, speech therapy, occupational therapy, and
support expert. These professionals would work hand-in-hand with the classroom teacher to ensure
that the needs of learners are met. If the Department of Education does not embark on a policy of
inclusion because learners with language barriers to learning have the right not to be discriminated

40
against, it should also have a duty to provide the necessary professional services that will ensure the
realisation of this right.

2.11.4.4 Teacher capacity development

Stofile and Green (2007: 57) maintain that teachers perform many different roles at school. These
roles include being counsellors, ministers, parents and social workers. Many teachers do not have
adequate capacity to address the diverse needs of learners. In South Africa, teachers were trained
differently in the past. Most black teachers had no exposure to any of the areas of special education;
they were virtually excluded from special education, unless they went to teach at a private
institution. The major need in addressing diversity in the classroom is effective and efficient teacher
preparation. Regular and special education teachers often feel that they are inadequately prepared to
address the needs of learners with varying needs. A change in the national teacher preparation
programme is needed to re-train and empower these teachers.

2.11.4.5 In-service teacher training

Teachers implementing the SIAS strategy need to be provided with continuous in-service training.
Mukhopadhyay et al., (2009:51) argue that in-service training for teachers should be addressed
during the teaching process for more efficient and effective delivery. In this study, in-service of all
teachers, managers, and North-West Provincial Department of Education and District Officials in
the use of the SIAS strategy is urgent. Extended consultation with other government departments,
especially the Departments of Health and Social Services to align services and procedures at all
levels is also emphasised (Screening, Identification, Assessment & Support Strategy, 2008:2).

2.11.4.6 Knowledge and skills training approach

Bornman and Ross (2010:7), argue that many South African teachers have participated in different
programmes on the implementation of inclusive education such as “Sisonke” project, which intends
to provide information on learning support strategies, especially the SIAS strategy. However, the
project’s materials are not always accessible to teachers as some school administrations do not see
the need for supplying teachers with these materials. The focus of these knowledge and skills

41
training programmes is often on how teachers should improve inclusion practices and apply these
within the classroom context.

Donald, Lazarus and Lolwana (2007: 265) argue that one of the challenges in South African schools
is adapting to changes and development in society, schools and support services. This also applies
to instituting advocacy programmes at all levels to facilitate attitude change in relation to inclusive
education.There is need to build capacity and collaboration between all sectors involved in
providing services relevant to inclusive education e.g. health and social development, where pre and
in-service training become important elements for such capacity building. Capacity building aims to
promote whole school development and flexibility in curriculum delivery to optimise
accommodation of specific learning needs in all schools. This extends to strengthening education
support services through the development of schools and district-based support teams. In addition,
there is need to enable existing special schools to function as local resource centers that specifically
support the needs of the most vulnerable institutions and students. In its regard, the role of teachers
in developing the capacity to understand and to address disabilities and difficulties will be crucial.

2.12 SUPPORT STRUCTURES FOR LEARNERS WITH LANGUAGE BARRIERS TO

LEARNING

2.12.1 District-Based Support Teams

For the SIAS strategy to be successfully implemented in mainstream primary schools there is a
need for the establishment of district-based support teams which comprise of staff from provincial
districts, regional offices, head office and from special schools. The primary functions of District-
Based Support teams will be to provide: management and coordination support; educators and
parents support; psycho-social support; paramedical support; learning support; institutional support
which include early childhood development. Adult Basic Education and Training Colleges, Further
Education and Training and Colleges and curriculum support (Education White Paper 6, 2001:47).

The District-Based Support teams evaluate programmes, diagnose their effectiveness and suggest
modifications. Through supporting teaching, learning and management, they build the capacity of
mainstream primary schools to recognise and address language barriers to learning and

42
accommodate a range of learning needs (Institutional Level Team Manual, 2009:23). In this study,
the functions of District-Based Support Teams will be to evaluate, support teaching and build
capacity of schools. Also to recognise and address severe language barriers to learning and
accommodate a range of learning needs (Education White Paper 6, 2001:47).

2.12.2 Establishing Institutional-Level Support Teams

At the Institutional-level, according to the Education White Paper 6 (2001:48), there will be
assistance for General and Further Education and Training institutions in establishing Institutional-
level Support teams. The primary function of these teams will be to provide support services and
programmes for teachers and learners to reduce language barriers to learning in the school that will
support the learning and teaching process, identifying and addressing these learners, teachers and
identifying their institutional needs. Where appropriate, institutions should strengthen these teams
with expertise from the local community, district support teams and higher education institutions.
District Support Teams will provide the full range of education support services, such as
professional development in curriculum and assessment to these Institutional-level Support Teams.

Furthermore, Institutional-level Support Teams play a central role in identifying at-risk learners and
addressing language barriers to learning. In mainstream primary schools, it is crucial that barriers to
learning be identified as early as possible in the child’s life so that teachers and Institutional
Support Teams can develop support programmes. Assessment, identification and intervention are
very important in the early phases of life. During the pre-school years, a variety of screening and
testing programmes should reveal early language barriers to learning.

Team members need to work closely with class teachers, especially in the first 6 months of each
year so that detailed assessments can take place where necessary. The class teacher observes
learners, identify strengths and barriers. Observations need to be regular and on-going. Through
these observations, a learner profile develops. Knowledge, skills attitudes, values and the socio-
economic environment of the learner will be recorded in the profile. Information can be obtained
from parents, caregivers, various departments, other teachers and school records (Institutional Level
Support manual, 2009:14).

43
2.12.3 The role of special schools in supporting learners with language barriers to learning

According to the Education White Paper 6 (2001:21), special schools have specialized skills
available among its staff members and have developed learning materials to especially assist
learners. The professional staff members at special schools could run training workshops for other
teachers on how to provide support in the classroom. Special schools could also produce learning
materials and make them available through a lending system to other schools in the district.
Furthermore, the services offered at special schools should be upgraded qualitatively, specifically
on the training of its staff members for their new roles in implementing the SIAS strategy.

Zelaieta (2004:37-39) maintains that the role of special schools in supporting mainstream schools is
to transfer specialist skills and knowledge which are seen as a highly advanced and intensive
expertise. This enables mainstream primary schools to include and support all children in their
community. It also helps institutions to have a vast wealth of knowledge, skills and experience,
which if harnessed, unlocked and effectively utilised by mainstream primary schools can help to
ensure that support and inclusion is a success. It is to be viewed as a valuable source of human
capital, instigators of initiatives to promote support and inclusion. The purpose is to
overcomelanguage barriers to learning. It focuses on social and emotional skills as a central aspect
of inclusive philosophy. It is to maximise the learning potential of all the teaching staff and children
in special schools. It aims at reducing the number of exclusions among learners with special
educational needs and increases the overall attendance of learners.

Several suggestions have been proposed on specialists’ skills and knowledge that exist in special
schools. Zelaieta (2004: 35) proposed the use of the flow chart on the role of special schools
teachers in supporting learners with language barriers to learning presented below:

44
 Special skills and knowledge

Wealth

Intellectual life-skills training

Curriculum

Assessment

Instruction

Specialised programmes

Training workshops

Figure 2.2: A flow chart of the role of special schools teachers in supporting learners with language
barriers to learning (Zelaieta, 2004: 35).

The flow chart indicates the role of special schools teachers in supporting language barriers to
learning with its specialist skills and knowledge whose training is seen as highly advanced,
extensive and intensive. In this flow chart institutions have a vast wealth of knowledge, skills and
experience which mainstream primary schools could utilise effectively to ensure a success in
teaching learners with barriers to learning.

45
2.12.4 Full-Service schools in supporting learners with barriers to learning

Full-service schools as outlined by the Education White Paper 6 (2001:22) serve as models for
support and inclusion that could later be considered for system-wide application. They will be given
the priority of developing flexibility in teaching practices and style through training, capacity
building and provision to both learners and teachers. According to the Education White Paper 6
(2001:15), full-service schools will be provided with the necessary physical, material and human
resources and professional development of staff so that they can accommodate learners with
language barriers to learning.

The Education White Paper 6 (2001: 15) furthermore distinguishes between full-service, ordinary
and special schools:

“In the inclusive education and training system, a wider spread of educational support
services will be created in line with what learners with disabilities require. This means that
learners who require low-intensive support will receive this in ordinary schools and those
requiring moderate support will receive this in Full-Service schools. Learners who require
high-intensive educational support will continue to receive such support in special schools.”

This implies that the learners with diverse barriers to learning have to be accommodated by all
teachers within their mainstream classes with regard to assessment and support for all special needs.
The special needs may emanate from content, the teaching or learning in the curriculum of the
school.

Furthermore, the Education White Paper 6 (2001: 49) states that

“We will require that all curriculum development, assessment and instructional development
programmes make special efforts to address the learning and teaching requirements of the
diverse range of learning needs and that they address language barriers to learning that arise
from medium of learning and instruction, teaching style and pace, time frames for the
completion of the curricula, learning support materials and equipment, and assessment
methods and techniques.”

46
The ultimate goal is to provide opportunities for all learners to develop, hence, addressing language
barriers to learning which prevent the system from responding effectively to their learning and other
needs.

Several plans were proposed on conversion of mainstream primary schools into full-service schools
so that they can be expanded in terms of provision and access in education for learners with
language barriers to learning within neighbourhood schools. The Education White Paper 6
(2001:48) proposed the use of full-service schools in supporting learners with language barriers to
learning as presented below:

Physical
structures

Professional
development of
Full-service Human
staff school resources

Material
resources

Figure 2.3: Full-service schools in supporting learners with language barriers learning (The
Education White Paper 6, 2001:48)

Full-Service schools within the context of Education are ordinary schools that are equipped to
address a full range of barriers to learning. These schools will be provided with the necessary

47
physical, material and human resources and professional development of staff so that they
accommodate the diverse range of learning needs (Education White Paper 6, 2001:48).
Furthermore, Full-Service schools will have a safe and supportive environment where teachers are
motivated and supported in their work and where all learners are learning and feel a sense of
belonging.

2.12.4.1 Removing barriers for achievement

Zelaieta (2004: 34-39) further recommends that in removing barriers for achievement, special
schools should be outward-looking centres of excellence of expertise.They have to work
collaboratively with mainstreams primary schools to support the development of inclusion. It has to
go through a process of change in terms of leadership, teaching, learning, funding and structuring. It
should develop mutual support and partnership with mainstream primary schools, as many
mainstream primary school teachers are experiencing anxieties and difficulties regarding support
for learners with language barriers to learning. The concern is to embed inclusive values in their
day-to-day practices and have to work collaboratively with the Department of Health and the
Department of Social Services that provide support beyond the classroom. Through sharing
specialist skills and knowledge all schools can provide high quality education and care for learners
with language barriers to learning.

Education White Paper 6 (2000: 21) maintain that special schools play roles in providing particular
expertise and support, especially professional support in the curriculum, assessment and instruction.
Special schools as part of the District-Based Support Teams; they nurture and nourish Full-Service
schools. They are also expected to provide comprehensive education programmes that provide Life-
skills training and programme-to-work in form of secure care of specialised programmes. They
have to provide appropriate and quality educational provision for learners with language barriers to
learning. As resource centres they have to run training workshops in the district for other teachers
on how to provide additional support in the classroom, more especially for learners with language
barriers to learning and they would also produce learning materials.

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2.13 Learner profile

Learner profile is a document which generates an overall picture of who the child is, what their
experience have been before arriving at the school, what their family and home circumstances are
and what their strengths, weaknesses and interests are.

The learner profile may shed light on the level of support available and assist in the overall
assessment of the child’s support needs. If a child needs additional support, then the diagnostic
profile of the learner with language barriers to learning and health needs will be filled in, also for a
child who is at risk. Furthermore, if teachers as experiencing challenges in the learning process have
identified learners, then an extended learner profile must be filled in. Initial identification of learner
needs would be based on accumulated evidence from the curriculum assessment process, which
includes observation, documentation from the learner portfolio, workbooks, and consolidated verbal
and written information from teachers (Department of Education, 2008: 12-13).

2.14 Environment that support inclusion

The classroom is the primary site where teaching and learning takes place in a school. To create and
maintain a productive environment that supports inclusion, effective teachers in mainstream
primary schools should arrange the classroom in a way that facilitates teacher-learner interactions.
They have to keep distracting influences to a minimum. They should create a classroom climate in
which learners have a sense of belonging and an intrinsic motivation to learn. They supposed to set
reasonable limits for learner behaviour. They have to plan classroom activities that encourage on-
task behaviour. They should continually monitor what all learners are doing and modify
instructional strategies when necessary.

Teachers must arrange the classroom in such a manner that the following are observed: minimise
destruction; interact easily with any learner and survey the entire class at any given time.

In addition to creating an environment that supports inclusion, teachers must consider the
psychological environment or classroom climate that they create. Ideally, they want a classroom in
which learners make their own learning a high priority and feel free to take the risks and make the
mistakes so critical for long-term academic success. To create such a classroom climate, teachers

49
should exercise the following: communicative acceptance of respect for and caring about learners as
human beings; establish a business-like, yet non-threatening atmosphere; communicate appropriate
messages about school subject matter; give learners some control over classroom activities and
create a sense of community among learners. Learners achieve at high levels of insight in the
classroom when they have a sense of belonging, like, when they share goals and are respectful and
supportive of one another’s effort (Donald et al., 2007: 143).

2.15 Classroom ethos

Teachers in mainstream primary schools should aspire for mutual respect in the classroom situation.
Learners with language barriers to learning should feel a sense of acceptance and belonging, which
are regarded as basic human needs. Therefore, teachers should create democratic, inclusive
classrooms in which mutual respect, politeness and learning are valued. Teachers are role models
and are there to set the tone for the way others, especially children, interact with one another. The
ethos of the classroom includes characteristic values, norms, attitudes and practices of people
(Donald et al., 2007: 123). The following core teaching values will be discussed:

Freedom

Teachers should not assume that learners in wheelchairs or who use crutches or a walking frame
cannot participate in school activities(e.g., debate and science fair activities) because of the mobility
aids. They must give learners freedom because they are enablers rather than disablers (Bornman &
Ross, 2010: 161).

Intelligence

Teachers should not assume that an individual in a wheelchair has an intellectual impairment. They
must speak to them, as they would do to any other learner (Landsberg et al., 2011:108).

Conversations

Teachers should speak to learners directly. They are obliged to get down to their eye level. Teachers
have to resist the temptation to talk over the learner to another learner or someone pushing the
learner, his or her parents or a facilitator (Wessels, 2010:203). The concepts freedom, intelligence

50
and conversations are tips for teachers to focus on interaction with learners especially on
wheelchairs. They serve as powerful examples of core teaching values that teachers should not
assume that learners on wheelchairs cannot perform because of mobility aids.

2.15.1 Establishing mutual respect

For effective classroom participation to be realised there must be a teacher and learners in the
classroom situation who excise mutual respect for each other. Through mutual respect learners learn
how to respect themselves and others. Respect is an important concept to learn when addressing
problems at school level. If problems do arise at school level, teachers should see it as an
opportunity to teach learners to resolve conflict, which is a real-life skill. Teachers should help
learners to determine the source of the problem, to examine the effects of the behaviour on the other
learners and to find alternative solutions (Donald et al, 2010:64).

2.15.2 Encourage participation

Participation is an active process that opens doors to success, but for the individual with a disability,
it is a movement along the continuum from exclusion to inclusion, in order to dismantle barriers
and to bring about participation. Existing strengths can be used as scaffold for teaching and learning
(NCSNET/ NCESS, 1997:11).

Furthermore, participation can be achieved by focusing on learner’s assets and strengths. Teachers
must be encouraged to focus on how learners learn and on learner attainment in class. Also,
teachers must be aware of a learner’s particular learning style and capitalise on it (DOE, 2008).

2.15.3 Provision of decision-making opportunities in the classroom

According to Jacobs et al, (2011:312), learners need to be allowed to hold class meetings and make
collaborative decisions on a range of activities each week. Such activities could include a debate
committee where learners demonstrate and sharpen their communication skills in order for them to
become competent, confident and critical thinkers and evaluators. Through such engagement,
learners would listen to, read, view and analyse speeches in order to understand how speech is
produced and what effect this generates. Through critical interaction during debate, learners

51
develop the ability to evaluate speeches for a particular purpose and audience. This can only be
informed by an understanding of how speeches are rendered.Another important decision would be
that of a science fair committee where learners display their potential expertise in science activities
and participate enthusiastically in science fair projects. They become more independent in
producing their own projects, which prepares them for the future.

2.16 RESEARCH ON SUPPORT FOR LEARNERS WITH LANGUAGE BARRIERS TO

LEARNING

2.16.1 An overview of support for learners with language barriers to learning in Sweden

In Sweden learners are taught in English. They are required to have a certain level of English
language proficiency. Medved, Franco, Geo and Yang (2013: 8-9) maintain that learners have
difficulties in understanding English in terms of vocabulary and speed. The following were
identified as a problem in developing English skills, listening ability and oral communication,
reading comprehension, vocabulary and writing. Language related problems were categorised into
four types, namely, listening, speaking, reading and writing.

Listening support

Teachers should speak slowly and clearly. They should reduce the speaking speed to give learners a
chance to perceive and absorb the speech. Key terms should be repeated and be written on the
chalkboard. Hand out should be developed and prepared, which can help learners to follow what
have been discussed. This gives learners a baseline to follow if they lose the thread of the
discussion. Homework assignments should be written on the chalkboard or teachers may develop a
handout. This is important because learners with trouble in listening may not understand oral
assignments. Teachers have to remember that asking if everyone understands the topic of the
assignment may not be enough, since it is embarrassing for learners to ask in public if they do not
understand (Medved et al., 2013: 8-9).

In addition to what has been suggested, we find that when teachers are speaking, it would be
advisable to limit the use of complicated words, construction of sentences and avoid slangs or

52
colloquial expressions. Whenever a teacher uses more difficult words, it is advisable to use simpler
terms or definition should be provided, for example, some technical words, which learners may not
know in English. Such a way can help learners understand English and advance their vocabulary
(Medved et al., 2013: 8-9).

Speaking support

Teachers should review questions in class with learners. Learners sometimes prepare responses in
advance. However, this is not very practical, since it is often difficult to predict the direction a
classroom discussion will take and prepared responses may be inappropriate. Teachers should
provide an atmosphere conducive to questions in class. They should encourage learners to speak up
in class but try to avoid embarrassment as much as possible.They should give learners enough time
to reflect. Not every learner thinks aloud. In some instances, learners feel more comfortable to
speak up after enough thinking. Allowing enough thinking time, for example 15 to 20 seconds, can
help learners participate in classroom discussion. In addition, to allow learners participate in group
discussion, small groups are preferable. Learners find it is much easier to speak in a small group
than a relatively large group (Medved et al., 2013:8-9).

Reading support

Teachers should give learners much more time to read materials in English. They should consider
giving extra time learners need to spend on reading, also, teachers should carefully select the text to
be studied and discussed in class. If necessary, a glossary with common terms and concepts of the
subject, for example English should be provided (Medved et al., 2013:9).

Writing problems

Teachers should assist learners with proof-reading or peer-review the text, which could be more
helpful for learners. They should encourage peer interaction because learners improve their writing
as well as communication skills in group work. When learners evaluate each other’s work,
additional benefits can occur, such as an increased sense of community and shared responsibility
for learning, which could be more helpful in integrating with one another (Medved et al., 2013:9).

53
2.16.2 An overview of support for learners with language barriers to learning in Zambia

Jere-Folotiya (2014: 15-16) states that the ability to read and write is a key factor in living a
productive and successful life. It is a highly valued skill for personal, social and economic
wellbeing. It is through reading that individuals access their democratic rights and learn about the
world around them. Without the ability to read, individuals would not be able to access important
information from books. Reading is therefore important for effective communication. The
significance of literacy development, especially in the early grades cannot be ignored for learners
with language barriers to learning. For young learners, reading is important because it helps develop
their language skills. Through reading, learners are exposed to new words, including their spelling
and meanings. It enhances their imagination and creativity when they read various kinds of stories
and create stories of their own.

Jere-Folotiya (2014: 16) maintain that a classroom teacher should have expertise to support learners
with variety of abilities and needs in a process of teaching reading, because the teachers’ knowledge
about effective teaching instruction makes the single greatest difference in whether or not every
learners will have an effective opportunity to learn to read effectively.

What constitutes an effective teacher of literacy is that, teachers of literacy must understand how
learners learn oral language and how they learn to read and write. There exist a link between the
development of oral language and success in reading and writing. The teachers should have
classroom management, for example, the ability to organise, direct and supervise the classroom
environment so that effective learning occurs. The teachers should be able to organise teaching
materials and what he expects of learners in order to create a positive classroom climate in language
teaching (Jere-Folotiya 2014: 16).

Assessment in language development pays an integral part because it helps the teachers tailor their
reading instruction to the needs of all learners, thereby making their teaching effective and more
relevant. Assessment includes tests, class assignments, reading exercises and homework. Learners
learn to read from teachers.

54
2.16.3 An overview of support for learners with language barriers to learning in South

Africa

Nel and Theron (2008: 204-208) state that English is the dominant language of communication,
academia, business and technology in South Africa. Many parents believe that English is the best
choice of Language of Learning and Teaching (LOLT) for their children. As a result, this choice is
that many English Second Language (ESL) learners experience barriers to learning because of
limited English proficiency. This is the case with teachers teaching English that they lack training,
knowledge, tools and time to support learners with limited English proficiency in attaining their full
potential.

Teachers should use stories as the medium for language enrichment programme. Stories provide a
well-structured language experience, given their reliance on words; stories provide thorough
exposure to language and so promote language development. Stories encourage the development of
literacy (reading, speaking and writing) skills. Stories are a fun way of learning and strengthen
culture and communication. The fundamentals that are critical for the successful use of stories to
augment language are: stories must be relevant to the learners’ living circumstances, interests, and
culture. Since many classrooms in South Africa are multilingual and multicultural, the story has to
bear the South African context, prevailing values and political tension as well as cultural links and
cultural diversity in mind. Stories need to capture learners’ attention. In order to do so, the story has
to be an aesthetic experience. Creativity, technical competence and a good plot with an exciting
climax characterises this (Nel & Theron 2008: 204-208).

To foster optimal language development. Opportunities for active classroom language interaction
must be created. Teachers should read stories in an interactive manner and move away from the
passive school-story format, teachers read and learners listen. Learners must participate. Interactive
use of stories includes a discussion of the characters before and after the reading, a prediction of
story events, explanation of unfamiliar vocabulary, a discussion and comparison of personal
expression in relation to the story, the use of puppets and other creative resources and a re-
enactment of the story.

55
Teachers must encourage learners and build up their self-confidence by not expecting too much nor
too little from learners, they should not focus on errors but on achievements, they should focus on
fluency rather than accuracy, they should provide understandable input and use key vocabulary
items, appropriate gestures, context, repletion and paraphrasing. Vocabulary and concepts, prior
knowledge, language learning, perception and learning and activities serve as a support in cognitive
academic language proficiency (Nel & Theron, 2008: 206-208).

CHALLENGES OF CURRENT PRACTICE IN SOUTH AFRICA

Research studies conducted in South Africa on support for learners with language barriers to
learning (Englebrecht, Green, Stofile, Howell, Swart, Pettipher, Nel & Oswald, 2010: 1-3) reveal
that challenges, such as, lack of physical, financial and human resources, ineffective support and
inadequate trained teachers encumber the practical transformation to Inclusive Education. Inclusive
Education aims at responding to diversity. Therefore, teachers play a pivotal role in supporting
learners with language barriers to learning, particularly in the teaching of languages (English
proficiency) in schools as a fundamental human rights and social justice (Englebrecht &
Savolainen, 2010: 1-3).

2.17 Collaborative team approach

In order to create inclusive schools, there is a need to create teams of collaborative support that
could include among others, therapists, psychologists, learning support teachers and curriculum
specialists (Institutional Level Support manual, 2009: 8). Likewise, in mainstream primary schools,
the SIAS strategy serves as a tool for early intervention. It is designed specifically to help a
practitioner’s assessment of needs at an earlier stage and then work with families, alongside other
practitioners and service providers to meet those needs (Institutional Level Support manual, 2008:
91).

2.17.1 Inter-sectoral collaboration

Inter-sectoral collaboration is when different departments like Departments of Health and Social
Services and Non-Governmental Organisation (NGO) work together as a team in a holistic way to
benefit schools and learners. This joint working together is necessary as barriers to learning learners

56
experience; do not always fit neatly into the way departments have been organised at district, region
and local level. Recognising the need for inter-sectoral collaboration acknowledges that all
problems and development challenges are complex and require different perspectives to come to a
solution. Therefore, inter-sectoral collaboration is a key element in working towards Inclusive
Education, to create community awareness about barriers to learning and disability issues. This is
particularly crucial in communities, where traditionally and historically, disability is enveloped in a
cloak of some shame and denial. Children with disabilities often bear the brunt of this hidden away
from the public eye(Institutional Level Support manual, 2009: 8).

2.18 THE THEORETICAL FRAMEWORK

The theoretical framework that underpins this study is the critical emancipatory theory in
qualitative research. Denzin and Lincoln (2003: 33) maintain that a theoretical framework is a lens
through which teachers and researchers are able to examine and interact with politics of education
from a particular class, racial, cultural and ethnic community perspective. Guba (1990) affirms this
by stating that a researcher is bound within a net of epistemology and ontology premises, which is
termed a paradigm or interpretive framework. This refers to a framework that reflects the stance the
researcher adopts in his study.

Some researchers like (Okeke: 2014: 4-5) refer to theoretical framework as a literature review or
research paradigm. A research paradigm is an all-inclusive system of interconnected practice and
philosophy that defines the nature of the investigation along three elements that are epistemology,
ontology and methodology (Terre Blanch & Durkheim, 2006: 6). The main conceptual frameworks
in research are positivism, critical emancipatory theory, post-positivism, and interpretive (Henning,
Rensburg & Smith, 2004: 17).

2.18.1 The critical emancipatory theory

In this study, the researcher used critical emancipatory theory in qualitative research section
because it goes beyond interpretation. It offers more than just giving an understanding of education
practices, values and understanding, which provide framework for their actions (Carr & Kemmis,
1986). This paradigm is based on self-reflections. For people to understand the realities surrounding
them, it would be wise for them to adopt a framework that refers to social life in general including

57
education, which will enable them to reflect on their practices. It is, therefore, important for a study
on support for learners with language barriers to learning to adopt a theoretical framework that is
transformational to educational practices (Bogdan & Beklin, 2003: 3). Its relevance in this study is
the fact that it advocates for human empowerment so that people become autonomous. Cohen,
Manion, and Morrison (2008:26-27) maintain that critical emancipatory theory examines and
interrogates the relationship between the schools and society, how schools perpetuate and reduce
inequality; the social construction of knowledge and curricula, which defines worthwhile
knowledge, what ideological interests this serves and how this reproduces in-equality in society;
how power is produced and reproduced through education; which interests are served by education
and how legitimate these are.

The critical emancipatory theory aims at transforming and empowering people, hence improves
practical living. In this study, the researcher will rely on what participants will say in giving their
ideas and understanding on support for learners with language barriers to learning. As a result,
participants’ social actions, beliefs, thoughts and perceptions with regard to theory of inclusion will
be described and analysed to bring about improvements of educational practices that include
mainstreaming, integration, normalisation and inclusion. This procedure is based on the view of
McMillan and Schumacher (2006: 315) regarding how SIAS strategy can be implemented in South
African schools in order to bring about reform in education for mainstream primary schools. In so
doing, education has been made relevant to the needs of all learners and society (Zelaieta, 2004:
15).

Support is an additional assistant to learners with language barriers to learning. Learners with
learning difficulties are assisted by teachers. Therefore, support aim at improving teaching and
learning. In this study, support includes supplementary, remedial and extra class instructions,
curriculum advise, assisting learners to work in groups (cooperate learning), developing study
habits and note taking skills and all other services for meeting special needs of all learners. In that
way, learning difficulties is prevented.

Support may take place in form of technical assistance as in reading, writing spelling and
mathematical calculations to make learning more interesting and effective. In that way, teachers
overcome language barriers to learning and promote academic success (Bojuwoye, Moletsane,

58
Stofile, Molla & Sylvester, 2014: 2). Language barriers to learning may exhibit itself in
understanding and using language, spoken or written, that may manifest itself in the imperfect
ability to listen, speak, read, write, spell and do mathematical calculations (Burhan & Begum, 2015:
152). In this study, support for language barriers to learning in reading, writing, spelling and do
mathematical calculations is investigated.

In this study, mainstream primary school teachers of the Mafikeng Area Office, are given a chance
to critically reflect on their beliefs and values with the purpose of changing their teaching strategies,
teaching methods and teaching techniques to have an impact on school effectiveness. Thus, the
critical emancipatory theory fits in with the aim and objectives of this study. It is for this reason that
the researcher sees the relevance of critical emancipatory teaching and learning because the theory,
according to Carr and Kemmis (1996) and Reason and Bradburg (2001: 184), advocate practical
research that starts form the practical school problems where learners are not supported and return
to life experiences with the aim of influencing the participants in order to positively change their
circumstances.

The method used is a dialogue and it aims to heighten the participants’ self-awareness of their
potential as active agents of change and transformation. It is therefore, makes sense that if schools
are a reflection of a transforming society, research should aim at school teachers and learners based
on the critical emancipator theory. In this way, it could bring about change in the Mafikeng Area
Office of the North West Province (Republic of South Africa).

The major challenging and controversial issue in Education in South Africa at present moment is to
investigate support for learners with language barriers to learning and how should they be included
in mainstream classrooms. The then Minister of Education Prof Kader Asmal, realizing the need
and urgency to support learners with barriers to learning, constituted the National Commission on
Special Needs Education and Training (NCSNET) and the National Committee on Education
Support Services (NCESS) in 1997 with the aim of building an Inclusive Education and Training
system.

The National Department of Education set out to have a report on excluded learners with barriers to
learning. As a result the NCSNET and the NCESS published a report advocated a clear

59
commitment to inclusion, but warned of the risk of a policy of Inclusion which cannot provide the
necessary support to classroom teachers. The NCSNET and the NCESS investigation yielded the
following: specialised education and support have predominantly been provided for a small
percentage of learners with barriers to learning within special schools and classes; where provided,
specialized education and support were provided on racial basis, with the best human and material
resources reserved for whites; most learners with disabilities have either fallen outside of the system
or been mainstreamed by default, that is, without been screened and identified; the curriculum and
education system as a whole have generally failed to respond to the diverse needs of the learner
population, resulting in a massive number of drop-outs, push-out and failures. At present moment,
in special schools, learners still follow only Foundation Phase programme for Grade R-
3qualification; while some attention has been given to the schooling phase with regard to special
needs and support, the higher levels or bands of education have been seriously neglected
(Department of Education, 2001: 6) and hence, the Government in South Africa has begun to place
the issue of inclusion at the centre of discussions about new developments and practices in
education for learners with barriers to learning, hence the formation of NCSNET and NCESS in
1997. Some of the recommendations from the document they compiled are as follows:

2.18.2 Participation and social integration

All learners must be given the opportunity in their community to be provided with the widest
possible educational and social opportunities. Centres of learning must support and promote social
integration in these communities so that learners learn mutual respect.

Dyson (2001: 27) views social inclusion as building a cohesive society by ensuring that no social
groups become alienated from the mainstream. This means equipping potentially marginalised
groups with the capacity to become active citizens, and crucially, with the skills they need to
survive in an increasingly competitive and skills-hungry job market. The social inclusion agenda,
therefore, is linked to the wider standards agenda through which the government ultimately seeks to
create a highly skilled workforce capable of maintaining a high-tech economy. Furthermore, it
states that skills and human capital are the new forms of wealth and security in which people can
share. Also social inclusion focuses on educational outcomes and particularly on the re-engagement
of marginalised groups with barriers to learning whether or not that engagement takes place in the

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context of the common classroom, school or curriculum. Its focus is on removing alienation and
exclusion. It must also ensure that everyone has minimum level of skills and resources to enable
them to survive in a competitive environment.

2.18.3 Equal access to a single, Inclusive Education System

Appropriate and effective education must be organised in such a way that all learners have access
within a single education system that is responsive to diversity. No learner should be prevented
from participating in this system, regardless of their physical, intellectual, social, emotional,
language, or other differences.

2.18.4 Access to the curriculum

All learners are entitled to participate in the common education curriculum. All aspects of the
curriculum including what is taught and how it is taught and assessed, teaching and learning
materials and the learning environment should therefore be accessible to all learners. Where
necessary, learners must be provided with the necessarysupport to enable them to access the
curriculum effectively (NCSNETand NCESS, 1997: 11).

The rationale was to find strategies to redress the apartheid legacy in education and training. During
the apartheid era “special schools” were for the few and privileged and the majority of blacks with
disabilities were denied access to such schools and to social welfare, except for a few schools that
were run by missionaries although many of them were under-resourced. It is within this context that
education for learners with special educational needs epitomises the size of the challenge lying
ahead particularly with regard to questions of access, equity and redress (Monyooe, 2005: 4).

It is important that international strategies which include the physical environment of the school,
which either can make it possible for entry and engagement in the education process or act as a
barrier, be identified and pursued. This is to address prejudices that exist particularly in a country
that has been historically characterised by separate development. Therefore, mutual respect and
cooperative teaching and learning must be fostered. It should be noted that challenges of fostering
social integration are relevant to all levels of education, including specialised programmes or the
learning context in inclusive settings.

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2.18.5 The theory of integration and inclusion

This study is underpinned by the theory of integration, inclusion and mainstreaming as well as
transformative education, which are the aims of Curriculum and Policy Statement (CAPS: 2011)
with its proactive outcomes-based focus and it is to prepare all learners for participation in a
democratic society where people realise their potential for a successful achievement of all desirable
goals.

The classroom teacher has to ensure that all learners in the classroom learn successfully and can
cope with the various assessment strategies. In the inclusive classroom, the demands are that
learners with barriers to learning should be integrated with average and above average learners.

Educational literature has evidence of cases of gifted learners who, when mixed with learners of
below average intelligence, get bored and restless. There is no rationale to expect a different
scenario from giftedness in the implementation of the SIAS strategy. It is expected that teachers
during implementation of the SIAS strategy will have the expertise to deal with learners of different
academic abilities (Kirk, Gallagher & Anastasiow, 2003: 117).

Lomofsky and Lazarus (2010: 306) maintain that integration, inclusion and mainstreaming are used
interchangeably and have differences in values and practices. Inclusion indicates more than just
mainstreaming because it is regarded as a moral issue of human rights and values as embodied in
the Salamanca Statement, which sees inclusion as a part of the creation of an inclusive society.
From the lens of inclusive education, “special needs” are perceived to be derived from barriers
encountered by the individual in interacting with his or her environment and it is the system, which
is required to adapt in order to accommodate the individual.

In this study, screening, identification, assessment and support play an important role precisely for
those learners who are excluded. Dyson (2001: 26) views successful inclusion as the development
of technologies, which respond to differences. This emphasises how to maintain learners facing
considerable difficulties in mainstream classrooms, how to develop flexible teaching styles and
materials, how to deploy resources in support of those learners, how to organise and manage
schools so that teachers can support each other. A distinct position is added to these technologies,
one that is concerned with the rights of excluded learners with barriers to learning, with building a

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particular sort of inclusive society and with conceptualising difference as a given in the schooling
of all learners.

2.19 SUMMARY

This chapter examined the literature on the theoretical framework regarding support for learners
with language barriers to learning. This review focused on the convictions that it is economically,
politically, socially and philosophically damaging to exclude any segment of society from
education and learning.

Lastly, screening, identification, assessment and support were evaluated for the pivotal concepts of
bringing about access and participation, which demand an array of support that dismantles barriers
to participation. SIAS envisions a change from disability to ability, from learner isolation to learner
inclusion in communities, from barricadedlearner to barrier-free learner and from exclusion to
inclusion. On the whole the excluded learner transforms into a valued learner.

The next chapter deals with the research design, research methods and processing of data.

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 CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGY

3.1 INTRODUCTION

This chapter discusses the methodology design that was used in this study and presents the
appropriateness of qualitative research approach. The chapter explains the research design, methods
of data collection and analysis. The chapter ends with an examination on issues of credibility and
dependability. The research addresses the problem statement that suggested that there are language
barriers to learning in mainstream primary schools.

3.2 RESEARCH PARADIGM

Nieuwenhuis (2007: 47) defines a paradigm as a set of assumptions or beliefs about fundamental
aspects of reality that gives rise to a particular worldview. In this study, paradigm means a set of
shared assumptions, concepts, values and practices having a constellation of commitments,
questions, methods and procedures to give direction to a research process (Creswell, 2009: 6).
Lincoln, Lynham and Guba (2011: 97) define a paradigm as a net that contains the researcher’s
ontological, epistemological and methodological premises. Punch (2009: 358) provides a definition
of paradigm, which shows how research can be influenced and directed, by a particular paradigm by
asserting that a paradigm is a theoretical orientation that informs the choice of the research
objectives, research design, the instruments for collecting data, data analysis and reporting of the
research findings.

Furthermore, a paradigm is a set of assumptions or beliefs about fundamental aspects of reality,

which gives rise to a particular worldview. It addresses fundamental assumptions taken on faith,
such as beliefs about the nature of reality (ontology), the relationship between knower and unknown
(epistemology) and assumptions about methodologies. These beliefs shape how the qualitative
research sees the world and acts on it (Maree, 2007: 47).

In this study, the researcher used an interpretive paradigm and made sense out of participants’
experiences by interacting with them and listening carefully to what they say. In essence, the

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researcher captured the realities of participants’ beliefs, thoughts and perceptions, which were
described and analysed to improveeducational practices (Henning, van Rensburg& Smit, 2004: 19).
This procedure is based on the view of McMillan and Schumacher (2006: 315) regarding that the
researcher interprets phenomena in terms of the meaning that people assign to them.

3.3 RESEARCH APPROACH

In this study, the researcher used qualitative approach.

3.3.1 Qualitative research approach

Merriam (2009: 13) defines qualitative research approach as an umbrella covering an array of
interpretive techniques that seek to describe, decode and translate meanings occurring in the social
world. In this study, the researcher sought to understand the meaningsthat the research participants
constructed about language barriers to learning in mainstream primary schools.

It has been posited that the qualitative research approach makes every effort to comprehend and
explain human nature. It involves studying human behaviour within its own setting. It is described
as multi-method in focus and that involves an integrative, naturalistic approach to its subject matter.
In other words, the qualitative researcher studies phenomena in their natural settings by attempting
to make sense of or interpret facts in terms of the meanings people bring to them (Teddlie &
Tashakkori, 2011: 286). Data gathering in the qualitative research approach is achieved through
interviews, participatory observation, case studies, diaries, pictures and documents. In this
approach, knowledge is subjective and ideographic because what counts as truth in context depends
on participants’ experiences.

3.3.2 The advantages of qualitative research approach

Barbour (2014: 15) summarises the advantages of the qualitative research approach as follows:

 It allows researchers to access processes by focusing on the context of people’s everyday

lives.
 It helps researchers to understand illogical behaviours.
 It is particularly well suited to studying context.

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  It excels at illuminating processes, whether organisational change or individual decision-
making.
 It allows researchers to examine how changes affect daily procedures and interactions.
 It explains apparent discrepancies such as the low rate of formal reporting.
 It enables researchers to elicit rich, detailed data that allows participants’ ideas to remain
intact: theory providing the context for healthy behaviour.
 It yields sufficient details that enable the audience to understand idiosyncrasies.
 It attempts to depict the fullness of experience in a meaningful and comprehensive way.
 Data collection, analysis and interpretation are performed in flexible ways.
 It has been observed that the qualitative research approach detaches the researcher from the
natural setting as well as elucidates the operational terms.

3.4 RESEARCH DESIGN

Research design is a general strategy or a plan that the researcher uses to conduct a research
(Johnson & Christensen, 2008: 197). McMillan and Schumacher (2006: 22) assert that research
design helps the researcher to plan and explain how one finds answers to their research questions
and how that put one’s strategy into action. For example, the researcher may have to decide on a
period for the research, the target population, sampling procedures, the research methods, data
collection methods, analysis strategies and techniques. The significance of drawing a research plan
(design) is to take the initial research problem and decide how it will be resolved. Some of the
aspects to be considered in the design are available time, financial resources, facilities, availability
of data, possible methods of analysis and the researcher’s own development in terms of research
skills (William, 2005: 248). The research design is central in any investigation to be conducted
because it determines how data is collected and analysed. Furthermore, the research design
guarantees that evidence obtained enables the researcher to answer the research questions as
unambiguously as possible.

In this study, a qualitative research approach was deemed suitable as it allowed the researcher to
enter the participants’ life world and study their life experiences (de Vos et al., 2011: 64). This was
the case when teachers express their views regarding support for learners with language barriers to
learning in mainstream primary schools. This research was keen to capture holistic aspects of

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support for learners with language barriers to learning within the context of those who are
experiencing it.

3.5 POPULATION AND SAMPLE

3.5.1 Population

McMillan and Schumacher (2006: 119) define population as a group of elements or cases,
individuals, objects or events that conform to specific criteria. In this study, the population is drawn
from 40 mainstream primary school teachers in Mafikeng Area Office, who teachGrade 4
learners,20 learners with language barriers to learning in Grade 4, 4 District-Based Support Teams
members, 4 Institutional-Level Support Teams members and4 Special schools teachers.

3.5.2 Sample

eVos, Strydom, Fouche and Delport (2011: 223) explain sampling as a small portion of the total set
of objects, events or persons that together comprise the subject of study. Springer (2010:100) points
out that sampling refers to strategies that enable one to use a subset of a population as a basis for
making inferences about the large group. Creswell (2012: 141) states that sample includes only
those who provide data on which the findings and conclusions are based. In this study, a sample
was drawn from special education needs teachers in mainstream primary schools.

The researcher used purposive sampling criteria for the selection of learners with special education
needs, (LSEN) teachers teaching in Grade 4 and learners with language barriers to learning. They
are affected by the problem of barriers to learning and were therefore considered best suitable to
provide relevant information. Also, District Education Specialists and Special school teachers were
purposively selected. The researcher locates individuals with interest (Johnson & Chritenson, 2008:
598). Staff from Institutional-Level Support Teams and staff from District-Based Support Teams
were selected. Babbie and Mouton (2007: 184) state that purposive sampling is a type of non-
probability sampling in which units to be observed are selected on the basis of the researcher’s
judgment about which ones will be the most representative. The participants were selected as part
of the sample because they were the ones directly responsible for ensuring that all learners access
educational provisions.

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One primary school per cluster was selected and included cluster A, B, C, D and E circuits. The
primary schools were school A, B, C, D, and E. The sample that the researcher chose to study
comprised 10 special education needs (LSEN) teachers, teaching Grade 4, 10 learners with
language barriers to learning who have been exposed to the problem of language barriers to learning
in primary schools, 2 District Education Specialists and 2 Special school teachers, 2 staff members
from Institutional-Level Support Teams and 2 staff from District-Based Support Teams.

3.6 DATA COLLECTION

McMillan and Schumacher (2006: 9) define research methods asways by which the researcher
collects data. In this study, triangulation of tools such as interviews, observations, document
analysis, field notes and reflective journals were employed. Triangulation of methods was used as a
strategy to arrive at conclusions that are reliable. In other words, items were repeated with other
techniques to confirm consistency of the results. Triangulation is used in social science to convey
the idea that in establishing facts, more than one approach to eliciting information from source is
needed. Multiple sources led to fuller understanding of the phenomenon that the researcher is
studying so that strengths of one source compensate for the weakness in another (Bogdan & Biklen,
2003:107). In this study, the following sources of information wereused:

3.6.1 Interviews

Merriam (2009:87) defines interviews as a process in which a researcher and participants engage in
a conversation focused on questions related to a research study. In this study, questions were based
on support for learners with language barriers to learning in the aspects of reading, writing, spelling
and mathematical calculations.

Interviews are necessary particularly when the researcher cannot observe behaviour, feelings and
how people interpret the world around them. It is necessary to interview respondents when a
researcher is interested in events that are impossible to replicate. Interviewing is used to collect data
from a large number of people representing a broad range of ideas. Therefore, interviewing is the
preferred method of data collection (Merriam, 2009: 88).

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Interviews are categorised into threedivisions, namely, standardised interviews, semi-structured
interviews and unstructured interviews. In high structured interviews, questions and the order in
which they are asked are determined ahead of time; in the semi-structured interviews, questions are
between structured and unstructured interviews. In this type of interview, questions are more
flexibly worded. Usually, specific information is elicited from all the respondents.Unstructured
interviews are useful when the researcher does not know enough about a phenomenon to ask
relevant questions. Therefore, unstructured interviews are essentially exploratory (Merriam, 2009:
90-91).

According to Drew, Hardman and Hosp (2008: 189), interview is one of the most commonly used
methods for gathering qualitative data. Johnson and Christensen (2008: 207) maintain that
interviews provide qualitative data. They are called in-depth interviews because they can be used to
obtain in-depth information about a participant’s thoughts, beliefs, knowledge, reasoning,
motivations and feelings about the research topic. Furthermore, Maree (2007: 87) maintains that an
interview is a two-way conversation in which the interviewer asks the participants questions to
collect data and to learn about the ideas, beliefs, opinions and behaviours of participants. The
purpose of interviews was to see the world through the eyes of the participants.

Interviews allow a researcher to enter into the inner world of another person and to gain an
understanding of that person’s perspective (Mertler, 2009: 111). In this study, the researcher used
interviews to gather information about mainstream primary school teachers with regard to learners
with language barriers to learning.

Interviews remain the most prominent data collection tool used in qualitative research. They are an
effective good way of accessing people’s perceptions, meanings and definitions of situations and
constructions of reality. Cohen, Manion and Morrison (2011: 411) maintain that the purpose of an
interview is to evaluate or assess a person in some respect; to effect therapeutic change as in the
psychiatric interviews; to test and develop a hypothesis; to gather data and to sample a respondent’s
opinion as in a doorstep interview. In this study, semi-structured interviews, open-ended interviews,
observations checklists, document analysis field notes and reflective journals were used for data
collection.

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The standardised open-ended interviews were used because they are broad enough in their nature to
gather information from individuals (Mertler, 2009: 110). Interviews were used to access and gather
information from learners with special education needs (LSEN) teachers on support for learners
with language barriers to learning in the Mafikeng Area Office of the North West Province. There is
a need for mainstream primary school teachers to access the learner portfolio. Thesis aimed at
getting an overall picture of who the child is what their family and home circumstances are and
what strengths, weaknesses and interests the learner exhibits. The researcher also asked whether the
learner experienced challenges in the learning process and whether there was an initial
identification of learner needs based on accumulated evidence from the curriculum assessment
process. The process included observations, documentation of learner’s test marks and homework
books from learner portfolio, workbooks, consolidated and written information from other teachers
(DOE, 2008: 12-13).

According to Cohen, Manion and Morrison, (2011: 409), there are three conceptions of the
interviews: they are a potential means of pure information transfer and collection; they are
transactions which inevitably have bias which is to be recognised, controlled and serve as an
encounter which necessitates sharing many of the features of everyday life.Furthermore, selecting
interviewees in the sampled schools was done by using records from learners’ portfolios.
Interviewees were selected on reputation, such as the best or expert or master teacher (McMillan &
Schumacher, 2006: 344).

3.6.2 Semi-structured interview questions

According to de Vos (2011: 351), the popularly used interview technique in qualitative research is
the semi-structured interview, where a schedule is prepared but is sufficiently open-ended enough
to enable contents be re-ordered, digressions and expansions made, new avenues included and
further probing undertaken. Semi-structured interview questions, therefore, have no choices from
which the respondents select an answer; rather, questions are phrased to allow individual responses
(McMillan & Schumacher, 2006:204).

In this study, semi-structured interview questions were used to probe the Mafikeng Area District
Education Specialists on how they supported mainstream primary school teachers in teaching

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learners with language barriers to learning. During the interviews, the researcher explored some
matters arising from his observations. The researcher sought to know whether learners with
language barriers to learning were screened, their learning problems identified, the depth of their
learning problems assessed, and lastly, if their learning problems had been identified and their
needs met.

The interviews the researcher conducted probed whether the Mafikeng Area Officials scrutinised
files of mainstream primary school teachers in terms of skills and expert knowledge to provide
appropriate teaching and learning experiences for all learners. Information was obtained on whether
the Mafikeng Area Officials provided training for mainstream primary school teachers on in-service
training programmes on support for language barriers to learning so that they are prepared to teach
more efficiently and effectively (Mukhopadhyay et al., 2009: 51).

3.6.3 Open-ended interview questions

According Creswell (2012: 220), open-ended interview questions are defined as ‘those that supply a
frame of reference for participants’ answers.’ They do not require a selection from a given range of
responses, but participants answer the question in their own words. Open-ended interview questions
have a number of advantages: they are flexible; they allow the interviewer to probe to clear up any
misunderstanding; they enable the interviewer to test the limits of the participants’ knowledge; they
encourage cooperation, and help to establish rapport and they allow the interviewer to make a truer
assessment of what the respondent really believes (Mertler, 2014: 132).

In this study, open-ended interview questions were used to gather facts, access beliefs about facts,
identify feelings and motives from staff members in special schools (resource centres) on support
for learners with language barriers to learning by mainstream primary school teachers (Creswell,
2012: 220). Furthermore, open-ended interview questions enable participants to project their own
ways of defining the world. They permit flexibility rather than a fixed sequence of discussions and
they also enable participants to raise and pursue issues and matters that might not have been
included in a pre-devised schedule.

During interviews, the researcher gathered views on support for learners with language barriers to
learning by mainstream primary school teachers. Sharing specialist skills and knowledge would

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provide high quality education and care for learners with language barriers to learning (Zelaieta,
2004: 34-39).

3.6.4 Advantages of interviews

Drew, Hardman and Hosp (2008: 190) explain the advantages of interviews as follows:

 They are flexible and more detailed to accommodate information needed.

 Direct contact during interviews allows for easy checking of accuracy and relevance
(validity).
 They have high response rate because of flexibility in the scheduling.
 Personal perspective of the respondent is provided, that is, meanings and feelings are
detailed.
 They produce particularly in-depth of information.
 Valuable insights can be gained based on the in-depth information generated.
 Dialogue to clarify questions and responses is possible and generally encouraged. This
includes follow-up questions.

3.6.5 Limitations of interviews

Limitations of interviews are:

 They are expensive, that is, they require a lot of travel as well as hours of training for
assistants and development of interview protocol.
 They are time consuming; often require travel or one-to-one format. They also require time
to transcribe and interpret.
 They require great skill and expertise of interviewer, intense concentration, the ability to
listen, write and anticipate questions, strong interpersonal interaction skills, note taking,
maintaining neutrality while encouraging cooperation (Drew, Hardman & Hosp, 2008: 190).

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3.6.6 Observation

Observation is the best technique to use when an active event is observed and also for watching
behavioural patterns of learners with language barriers to learning (Johnson & Christensen, 2008:
211). McMillan and Schumacher (2006: 207) maintain that the inherent advantages of observation
of participants are: observation studies are superior to experiments and surveys when data is being
collected about non-verbal behaviour; in observation studies, researchers are able to make
appropriate notes about their salient features; because case study observations take place over an
extended period of time, researchers develop more intimate and informed relationships with those
they are observing, generally in more natural environments than those in which experiments and
surveys are conducted and case study observations are less reactive than other types of data
gathering methods.

Furthermore, observation involves observing relevant phenomenon and this researcher took
extensive field notes, the actual observation showing preliminary interpretations without specifying
in advance exactly what was observed. In this study, observation on reading, spelling, writing and
mathematical calculations was used for exploratory purposes, which involved the use of
observation for completing checklists on reading, spelling, writing and mathematical calculations.
This assisted in identifying learners with language barriers to learning in mainstream primary
schools.

In this study, the researcher used observation checklists for learners with language barriers to
learning and that afforded the researcher an opportunity to gather data from live situations, to see
that which might otherwise be unconsciously missed and to access and discuss personal knowledge.
The researcher observed learners’ performance against a backdrop of pre-designed checklists on
reading, spelling, writing and mathematical calculations, in order to screen, identify, assess and
support their language barriers to learning. The researcher was also be able to observe how
mainstream primary school teachers supported learners who experienced difficulty with verbal
instructions, limited vocabulary and limited language skills. The researcher was also able to assess
how learners with language barriers to learning read, memorise information, understand, read
sound-symbol association, remember sight-words and read longer words.

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3.6.7 Document analysis

According to McMillan and Schumacher (2006: 426), document analysis involves looking at a
record of past events. Mertler (2009: 35) states that a study of existing documents is often less time
consuming since the data have already been collected. It is the job of the researcher to make some
sense of what is already there. A few examples of data collected include, lesson plans, seating
charts and learners’ portfolios.

An analysis of official documents offered critical information regarding assessment practices by

teachers and learner responses to assessment tasks or activities. Learner portfolios and teacher
assessment portfolios were important documents that gave information relevant to language
assessment. The following specific information was analysed in both the teacher assessment
portfolio and learner portfolios:

Teacher assessment portfolio: The National Policy on Assessment and Qualifications for Schools
requires teachers to develop learning programmes, work schedules and lesson plans (The National
Policy on Assessment and Qualifications, 2007: 7). Accordingly, assessment should be integrated
within levels of planning (DOE, 2007: 7). It is against this background that the teacher’s assessment
portfolios were analysed to establish the implications for dealing with language barriers to learning.
To achieve this, the assessment tasks (e.g. class work and tests) and assessment tools (e.g.
memorandum) developed by teachers were analysed to verify their relevance to the content in the
Assessment Standards, application to real life contexts and the coverage of different forms of
assessment. The learner’s worksheets were also analysed with the sole purpose of determining the
baseline performance of learners with respect to assessment tasks developed by teachers for their
classes.

Learner portfolios: Some of the assessment items that form part of the learner portfolios are
written tests and class work. The learner portfolios were analysed in conjunction with the teacher
portfolios to establish evidence of written feedback to the learner’s responses with language barriers
to learning by the teacher. The researcher needed to know whether learner’s incorrect responses
were noted and guidance given for redress and evidence of the use of learners’ own strategies of
problem-solving other than those mentioned in the assessment tools.

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Participant language-data collected during interviews was written verbatim to avoid falsification of
information. However, corrections were effected in instances where grammatical errors were
identified from teachers’ responses. Furthermore, participants were requested to review the
researcher’s synthesis of the data.

Mechanically recorded data-using scanning device was used to capture transcripts of the teachers’
written questions as well as learners’ written responses from their portfolios. In particular, the
scanned clips of the teachers’ and learners’ portfolios enabled the researcher to present the actual
written work in order to validate his analysis.

Mukhopadhyay et al., (2009: 52) maintain that given the complex nature of a classroom and the
increasing demands on teachers especially those who often have little or no specialised training in
working with learners with language barriers to learning, structures such as District-Based Support
Teams, Institutional-Level Support Teams, and Full-Service schools should be set up. These
structures could provide the necessary support and guidance with language barriers to learning to
enable teachers to make changes in their instruction, to provide efficient and effective teaching and
learning for all learners, because, teachers now need to develop a different set of skills and
knowledge from those traditionally required.

3.6.8 Field notes

According to McMillan and Schumacher (2006: 348), data is recorded as field notes of what occurs
while the researcher is in the field. Mertler (2009: 35) maintains that field notes are typically used
to describe in detail what is seen and heard, therefore it is a good idea to record as much as possible
of what is observed.

In this study, the researcher observed whether Institutional-Level Support Team (ILST) members
collectively identified schools which needed support. A record of learning sites compiled by (ILST)
was maintained, particularly for learners with language barriers to learning. It also included the
type of support offered by mainstream primary school teachers,the curriculum and instructional
levels that support teaching and learning. The researcher also noted whether or not there were
collectively developed strategies and programmes to address language barriers to learning. The

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main focus was on support for learners with language barriers to learning by mainstream primary
school teachers.

3.6.9 Reflective journals

Reflective journals are continuous records of decisions made during the emergent design rationale
(McMillan & Schumacher, 2006: 329). Mertler (2009: 35) maintains that reflective journals are
used to describe in detail what is seen and heard. These are journals in which reflective notes are
written.

In this study, the researcher used records of development and on-going support of local
Institutional-Level Support Teams (ILST) members in schools and other educational structures
offered by District-Based Support Team (DBST). These structures support school management and
Institutional-Level Support Teams (ILST) to build the capacity of teachers with a particular focus
on curriculum and institutional development. The researcher also wanted to establish whether or not
the District-Based Support Teams (DBST) helped Institutional-Level Support Teams (ILST) to
identify barriers to learning and the learning needs in their sites and to develop appropriate support
programmes to address challenges faced by mainstream primary school teachers.

Other information required was whether or not District-Based Support Team (DBST) members
helped Institutional-Level Support Teams (ILST) to link with formal and informal support systems
in the surrounding community. The researcher sought to know whether or not the District-Based
Support Team (DBST) enabled Institutional-Level Support Team (ILST) members to establish
contact with district or local representatives of the various departments involved with children. The
departments in this case were Health, Welfare, Child Protection Units, Social Services, Public
Works, Safety and Security, Local Government and Unions.

Information was requested on whether or not District-Based Support Team members (DBST)
visited mainstream primary schools regularly and attended meetings with Institutional-Level
Support Teams (ILST), whether or not District-Based Support Teams (DBST) assisted those
learning sites (schools) where there are no Institutional-Level Support Teams (ILST) to form
clusters with neighbouring mainstream primary schools in order to provide peer support and
develop a good working relationship (Department of Education, 2009: 23).

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3.7 DATA ANALYSIS

Johnson and Christensen (2008: 531) define data analysis as creating meanings from raw data.
Furthermore, Johnson and Christensen (2008: 531) state that data analysis begins early in a
qualitative research study and during a single research study. Qualitative researchers alternate
between data collection (e.g. interviews, observations, focus groups, documents, physical artifacts
and field notes) and data analysis (creating meanings from raw data). It means that data analysis in
qualitative research is done concurrently with data collection through an interpretive, recursive and
dynamic process (Ary, Jacobs, Razareih & Sorensen, and 2006: 490).

This view is supported by Bogdan and Biklen (2007: 159) who maintain that data analysis means a
process of systematically searching and arranging the interview transcripts, field notes and other
materials that the researcher has accumulated to present findings. Data analysis involves working
with data, organising data, breaking data into manageable units, coding data and searching for
patterns. In short, it is making sense of data in terms of the participants’ definition of the situation,
by noting patterns, categories, themes and regularities. In this study, the phenomenon of interest is
to gather knowledge on support for learners with language barriers to learning by mainstream
primary school teachers in the North West Province (South Africa).

Data obtained from tapes, transcripts, field notes, document analysis and observations were
analysed with emphasis on meaning as constructed by the following groups of participants: two
mainstream LSEN teachers; one District Education Specialists; ten learners with barriers to
learning; one staff member from special schools; one staff member from Institutional-Level Support
Teams (ILST); one staff member from District-Based Support Teams (DBST) and one official from
Mafikeng Area Office.

The researcher used a narrative process of organising data into categories and patterns.
Furthermore, analysing data was managed by breaking down data into three stages, namely,
familiarisation and organisation, coding and summarising data as suggested by Ary, Jacobs,
Razarein and Sorensen (2006: 490).

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3.7.1 The meaning of data analysis and method used for data analysis

According to Nieuwenhuis (2007: 99), data analysis is usually based on an interpretative

philosophy that is aimed at examining meaningful and symbolic content of qualitative data. It tries
to establish how participants make meaning of a specific phenomenon by analysing their
perceptions, attitudes, understanding, knowledge, values, feelings and experiences in an attempt to
approximate their construction of the phenomenon. Methods are the ways in which the researcher
collects, analyses, and interprets data (McMillan & Schumacher, 2006: 9). In this study, the
researcher used qualitative narrative analysis techniques in order to create an understanding
ofsupport for learners with language barriers to learning by mainstream primary school teachers.

3.7.2 Data analysis techniques

According to Nieuwenhuis (2007: 101-102), there are five data analysis strategies in qualitative
research, namely hermeneutics analysis, content analysis, conversation analysis, discourse analysis
and narrative analysis. In this study, narrative analysis strategy was used in order to create an
understanding of how learners with language barriers to learning are supported by mainstream
primary school teachers. Narrative analysis strategy is a type of discourse composition that draws
together diverse events, happenings and actions of human lives into thematic patterns and by so
doing exhibiting human activity as purposeful engagement in the world (Nieuwenhuis, 2007: 103).

Nieuwenhuis (2007), furthermore, privileges narrative modes of thought in analysing data. In this
study, the distinction was used to identify two types of narrative inquiry as follows:

1. Analysis of narratives in which the researcher generated stories as data and analysed them to
produce categories (See table 3.1).
2. Analysis of narratives in which the researcher generated descriptions of events and
happenings generated synthesised or configured them by means of a plot into a story.

Therefore, in this study, the researcher tried to search narrative themes (main emerging themes)
from the generated data and organised these into categories summarised (See Figure 3.1).

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All the answers for the questions listed in Table 3.1 were listed down and then the whole list of
answers was carefully read and answers which belonged together were grouped into categories1, 2,
3 and 4 in Table 3.1 in accordance with the meaningsconstructed by the selected participants.

In this study, all data generated by means of interviews, questionnaires, observations, document
analysis and types were compiled and captured. All answers that belonged to the same thematic
pattern were grouped together. In other words, answers or items that were related were organised
into themes or categories.

3.7.3 Steps followed when analysing qualitative data

A qualitative data analysis can be seen as moving from the general to the specific (Creswell, 2009:
184). Creswell (2009: 185) uses the steps shown in Figure 3.1 below to illustrate the different steps
in qualitative analysis, but also states that although it is presented in a linear and hierarchical
fashion, the stages are interrelated and not always done in the order presented.

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 Interpreting the meaning of
themes/description

Interrelating themes/description
(e.g., grounded theory, case study

Themes Description

Validating the accuracy Coding the data (hand or

of the Information computer)

Reading through all data

Organising and preparing data for

analysis

Raw data (transcripts, field notes,

images, etc.)

Figure 3.1: Flow chart of steps followed when analysing qualitative data as derived from
Creswell, 2009:185

According to Figure 3.1, the first step is to organise and prepare data for analysis (Creswell,
2009:185). The second step is to read through the data to get a general sense of what was said by
those interviewed and the responses from mainstream primary school teachers in the interview
questionnaires. In step 3, a detailed analysis is done through the coding of the data.

In this study, the researcher transcribed the six interviews conducted verbatim and read through
these notes as well as the answers supplied in the open-ended questionnaires and upward feedback
forms. After reading through the mentioned texts, codes were assigned to identify the themes that
form the basis for the study, namely, support for learners with language barriers to learning by

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mainstream primary school teachers, the skills and abilities associated with support for learners
with language barriers to learning, the challenges experienced in implementing the SIAS strategy
policy and the training needs that mainstream primary school teachers should be trained to teach
learners with language barriers to learning more effectively.

The themes identified were in line with the aims and research questions that guided the study
described in Step 4 in Figure 3.1. Thus a priority coding approach was adopted whereby a list of
themes was determined beforehand. Thereafter, the researcher made use of open coding methods
and identified sub-categories that emerged from the texts under each theme and coded these
accordingly. An analysis was done of how often certain categories were repeated in the texts to
determine the frequency of these categories in the responses of the participants and in the
document. The findings of data analysis are presented by first presenting the data collected through
interviews with special education needs (LSEN) teachers in Grade 4 and then the findings from
open-ended questions are presented. This is followed by the data analysis and presentation from the
document analysis. In terms of qualitative studies, as presented in the study, the data is provided in
a narrative form where extensive quotations from the participants are included to accurately
represent the experiences of mainstream primary school teachers and their staff members on
teaching learners with language barriers to learning (The National Strategy on Screening,
Identification, Assessment & Support, 2008: 2).

3.7.4 Data categories

Once the researcher had sorted data into categories, the researcher examined all entries with the
same code and then merged these categories into patterns by finding links among them.

In this study, the researcher investigated support for learners with language barriers to learning by
mainstream primary school teachers. The researcher coded the data into categories one to four
according to the research questions as illustrated in Figure 3.2 below:

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 How do mainstream primary school teachers support learners with language
Category 1
barriers to learning?
Which structures are needed to support learners with language barriers to
Category 2
learning in mainstream primary schools?
How are learners with language barriers to learning screened, identified, assessed
Category 3
and supported by mainstream primary school teachers?
Which model would improve the support for learners with language barriers to
Category 4
learning?

Figure 3.2: Data categories according to the main questions posed in this study

3.8 MEASURES TO ENSURE TRUSTWORTHINESS

The Guba model of trustworthiness in qualitative research

Guba quoted in Schwandt (2001: 258), defines trustworthiness as the quality of investigation (and
its findings) that makes it noteworthy to audiences.In order to ensure trustworthiness, the researcher
used triangulation (Mertler, 2009: 11). According to McMillan and Schumacher (2006: 374),
researchers use triangulation which is the cross-validation among data sources, data collection
strategies, time periods and theoretical schemes. To find convergence in the data, the researcher
compared different sources, situations and methods to see whether the same pattern recurred. In this
study, the researcher used research methods, research tools and strategies for data analysis in order
to eliminate unforeseen weaknesses and biases.

According to Lincoln and Guba (2001: 258), trustworthiness refers to a set of criteria that have been
provided for judging qualitative investigation. Naturalistic inquiry also examines the criteria and
associated epistemic procedures that are more relevant than traditional epistemic, for example,
internal and external validity. In this study, trustworthiness depends on the utilisation of multiple
ways of collecting data by means of triangulation.

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3.8.1 True value: Transferability

The researcher ensured confidence in the process of the research through the inclusion of the use of
triangulation. Transferability is parallel to external validity which deals with the issue of
generalisation in terms of case-to-case transfer (Babbie & Mouton, 2007: 313). It refers to how well
an idea about reality fits with actual reality. The absence of validity occurs if there is poor fit
between the constructs a researcher uses to describe, theorise or analyse the social world and what
actually occurs in the social world. It is the responsibility of the researcher to provide readers with
sufficient information to establish a link between the study and the findings.

3.8.2 Neutrality: Conformability

Neutrality is explained by means of conformable faithfulness. It functions only with the informants
and the condition of the study, but not with other biases, motivations and perceptions. Confirmation
ensures freedom from bias in the research procedures (parallel to objectivity) and is concerned with
establishing that the data and interpretations of an inquiry are not figments of the inquirer’s
imagination. It links assertions, findings and interpretations to data in a readily discernible way.
According to McMillan and Schumacher (2006: 9), objectivity is one of the characteristics common
to many types of research conducted in education. Objectivity refers to the quality of the data
produced by the procedures for collecting and analysing data and not the researcher’s personal
characteristic, but an exact description of procedures to allow other researchers to replicate the
study. In this research, the procedures were concerned with establishing the fact that data and
interpretations of an inquiry are not figments of the inquirer’s imagination.

3.8.3 Consistency: Dependability

Consistency is explained in terms of dependability where findings are expected to be proportional

in order to provide a sense of the investigation of the problem. It suggests that the same thing is
repeated or recurs under the identical condition. It is parallel to reliability, it focuses on both the
process of inquiry and the inquirer’s responsibility for ensuring that logical processes are traceable
and have been documented (Neuman,2007: 115).

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3.8.4 Validity

Validity is defined as the extent to which an account accurately represents the social phenomena to
which it refers. Fraenkel & Wallen, (2008: 162) use it to imply the degree to which the researcher
can produce observations that are reliable.The validity of qualitative data can be external. External
validity refers to the degree to which the findings can be generalised to the population from which
the participants were drawn. It also encompasses the degree to which the sample is a representative
of the population from which it was drawn. This is called population validity (Cohen et al., 2011:
179). Neuman (2007: 185) defines validity as truthfulness. They, however, quickly add that
qualitative researchers are more interested in authenticity than validity. Authenticity means giving a
fair, honest and balanced account of social life from the viewpoint of someone who lives it every
day.

Therefore, one way of establishing validity in a study is to refer back to the subjects being studied
to verify the interpretation. This is called respondents validation. In this study, findings were taken
back to the participants of the participating schools for them to verify if what was captured was
actually what they said. The same applied in the case of using observation as criteria for collecting
data, the researcher used the number checking strategy to validate the findings. Maree (2007: 86)
refers to members checking as situation where the researcher verify his understanding of what has
been observed with those observed. All of the respondents had to confirm whether the data was
captured accurately. The findings were also validated by reviewing many literature sources on the
subjects.

Truthfulness, fairness and honesty in this study were established through validation of data by
participants themselves and by asking the same question to different sets of participants and getting
similar answers provided some validation.

3.8.5 Reliability

Fraenkel and Wallen (2008: 162) maintain that a test is reliable to the extent that its measures
whatever it is measuring consistently. Cohen et al., (2011: 199) explain further that reliability refers
to the degree of consistency with which instances are assigned to the same category by different
observers or by the same observer in different occasions. Categories of the frequently occurring

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data were identified in this study and checkedfor reliability. Neuman (2007: 115) adds to his
definition of reliability the issue of dependability of data. This is established by capturing all
interviews on a tape recorder and transcribed in writing. During the transcription exercise, the
researcher eliminates only those parts of the respondent’s responses that were not commensurate
with the research topic or had no significance to the research. Attempts were made to reproduce the
interview scripts as accurately as possible. Following the transcription, the researcher listens again
to the tapes while reading the transcript. Furthermore, the interviews were unbiased and care was
taken not to ask leading questions or to be over-impressionistic in observation.

3.8.6 Triangulation

According to Conrad and Serlin (2006: 415), the aim of triangulation is to strengthen the study’s
usefulness for other settings. On the other hand, Mertler (2009:11) maintains that to combine data is
to provide a better understanding of a research problem. For this reason, McMillan and Schumacher
(2006:374) indicate that to find regularities in the data, the researcher compares different sources,
situations and methods to see whether the same pattern keeps on recurring. Triangulation was a
strategy for increasing the validity of evaluation and research findings. Through triangulation,
various data sources and methods led to a single proposition about the phenomenon being studied.
To ensure trustworthiness, the data involved an awareness of the researcher’s assumptions,
predispositions and influence

Therefore, in this study, triangulation of variety of data tools such as interviews, observations,
departmental documents and reflective journals were used to establish trustworthiness of the study.
This approach is supported by de Vos (2002: 365) who states that employing an assortment of data
collection techniques (enhanced by using combined research approaches) increases the reliability
and authenticity of the results. The researcher established validity by triangulation of data sources
for data collection in order to establish quality and accuracy. Qualitative data are narratives, in other
words, the data themselves are words. These may appear in them of interview transcripts,
observational notes, journal entries and existing documents records (Mertler, 2012: 120).

Furthermore, Ary et al., (2002:434) recommend the use of multiple sources of data and multiple
methods of data collection respectively, called triangulation and methods triangulation.

85
Triangulation within the qualitative research method assisted the researcher to gain more insight. In
this case, support for learners with language barriers to learning in the Mafikeng Area Office of the
North West Province from different viewpoints would enhance the credibility of findings.
Therefore, interviews, observations, field notes and document analysis were used to gather
qualitative data.

3.9 THE ROLE OF THE RESEARCHER

The main duties of the researcher were to take responsibility and accountability for his work by
doing the following:

 Establishing who were to be interviewed, where and what would the participants be
interviewed on or observed for. Creswell (2011: 9) posits that it is important to identify the
mapping of the data collection, taking in consideration the following parameters:
 The setting (where is the study to take place);
 The actors (who will be observed or interviewed);
 The events (what will the actors be interviewed for);
 The ways (how are events carried out by actors within the setting).
 Participating actively in the group selected and observing without providing any input.
 Taking note of sensitive ethical issues such as sustaining confidentiality of data.
 Classifying the guidelines for the data collection (Henning et al, 2004: 81).

3.10 COMPLIANCE WITH ETHICAL STANDARDS

The researcher complied with the ethical standards outlined by the guidelines of the Ethical
Committee of the Faculty of Education and Training at the North-West University and such ethical
standards are as follows: before the commencement of this study, the researcher requested
permission from the Mafikeng Area Office Manager of the North-West Department of Education to
conduct research in his districts and mainstream primary schools falling within his jurisdiction. The
researcher also obtained permission from the principals of selected mainstream primary schools of
the Mafikeng Area Office where the research was conducted. The researcher has not violated the
rights of participants by imposing any unpleasant situation on those involved. The participants were

86
allowed the right to withdraw from the study at any stage of the research without any detrimental
consequences to them. Again, any intrusion was avoided and anonymity of participants and
confidentiality of information assured, in other words, no real names of the participants were used
in this study. The results of this study would not be published without permission of all those who
participated and contributed to the success of the project. The researcher ensured that there is no
exploitation for personal gain and everyone who substantive contribution to the generation of
knowledge was acknowledged regardless of status or gender. The researcher ensured that there was
no harm caused to participants during the period of the research activities took place at a time and
place that was convenient to the participants. Unless otherwise agreed, recording such as electronic
media in form of tape recording and video recordings was only done with prior knowledge and
written consent by the participants and all possible means of protecting privacy applied. The
researcher’s responsibility in this regard was to ensure voluntary participation and he obtained
informed consent from the participants before the research project began. The researcher explained
the research purpose and activities in which they would be engaged.

According to Pine (2009: 86), the possible benefits of the study should be described to the
participants. The above procedures are supported by McMillan and Schumacher (2006: 333), who
agree that qualitative research is more prone to personal intrusion than quantitative research and
that credibility of research is enhanced by adherence to research ethics. Additional research ethics
adhered to in this study include, among others, the following:

3.10.1 Informed consent

The consent of the Mafikeng Area Office Manager was sought after the purpose and process was
fully explained to him. A detailed explanation of the research enabled the Mafikeng Area Office
Manager to make an informed decision to allow his teachers and principals and learners to take part
in the study. According to Neuman (2007: 54), a fundamental ethical principle of social research
isto never coerces anyone into participating. Participation was voluntary at all times. Permission
alone is not enough. People need to know what they are asked to participate in so that they can
make an informed decision. deVos (2005: 25) states that obtaining informed consent means that all
information on the aim of investigation, the procedures, advantages, disadvantages and dangers will

87
be rendered to their legal representatives. Informed consent is based on the principle arising from
the participants, rights to freedom and self-determination.

The participants had the right to refuse to participate and could withdraw from the research
altogether. Cohen et al. (2011: 77) state the informed consent is the procedure in which individuals
choose whether or not to participate in an investigation after being informed of the facts. The
researcher’s responsibilities to enhance confidence of the consent included the following:

 Clarification of the aim of the research and procedures to be followed.

 Offer an account of any probable risk and discomforts to the participant.
 Give a description of any benefits that may be expected.
 Clarify any procedure that might be advantageous to the participants.
 Offer to answer questions concerning the procedures to be followed.

3.10.2 Harm to participants

Social research can harm participants in several ways: physical, psychological and legal harm as
well as harm to a person’s career, reputation or income. It is the researcher’s responsibility to be
aware of potential harm and take specific actions to minimise the risk to participants. There should
not be any form of physical or psychological discomfort (Neuman, 2007: 51).

Emotional harm to participants is not easy to detect. The researcher informed the participants as
early as possible about the possible impact of the study. This allowed the subjects to withdraw from
the investigation if they so wished. The researcher sought prior permission for entry into the sites
which were schools, in this study. Social researchers must consider their responsibility to their
profession to seek knowledge and truth but they must also rely on the subjects for the progress of
their work, they must maintain their dignity as human beings and prevent harm that may arise from
their involvement. Thus, in this study, anonymity was assured and maintained to ensure responses
that accurately reflected reality.

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3.10.3 Confidentiality and anonymity

Before teachers and learners could take part in the interviews and observation checklists
respectively; they were assured of the confidential nature of the research that the questions were
meant to be used strictly for research purposes and will not be disclosed even to other teachers. For
this purpose teachers and learners did not use their names.

3.10.4 Debriefing

When data is collected, ethical practices suggest that the researcher advises participants about the
topic and clarify questions that may arise (de Vos, 2011: 122).

3.10.5 Violation of confidentiality and privacy

Privacy refers to components of personal privacy while confidentiality relates to treating data in a
confidential manner. In this study, the researcher had to respect the participants’ right to decide
when, to whom and to what extent their feelings, beliefs, attitudes and behaviour towards the topic
of the study could be disclosed. Each participant was asked about how confidentially they wish
their personal information on teachers’ attitudes towards factors contributing to marginalisation to
learners with barriers to learning be handled. Participants were assured that no names would be
used to guarantee confidentiality, even if information has to be made public. Though the school is a
public setting, it has its right to privacy and this could not be violated (de Vos, 2011: 119). The
dignity and rights of participants will not be ignored. In this study, the researcher created a
relationship of trust to enable participants to be free and give the best information they had.

3.10.6 Caring

The research did not have the potential to inflict physical pain on teachers and learners. However, it
had the potential to cause emotional pain as it focuses on barriers to learning which are primarily
internal and sometimes external. In order to avert the potential for emotional pain, teachers and
learners were made aware of the emotional benefits the study had i.e., addressing barriers to
learning which an emotional relief in itself is. The trust between the researcher, teachers and

89
learners was also maintained in order to enhance openness among teachers and learners (Denzin &
Lincoln, 2011: 49).

In this study, the researcher did not threaten or force participants to take part to ensure that there
was voluntary participation. Participants had freedom to withdraw from the exercise without any
victimisation. Meetings with participants prior to questioning were arranged to build cognitive or
emotional rapport. Participants were given the autonomy to act according to their principles.
Participants were assured of the anonymity and confidentiality. With permission sought from the
North-West Department of Education and schools Principals/Side managers in the Mafikeng Area
Office, the structures and accessibility to participants were guaranteed.

3.10.7 Feedback

The outcomes of the research would be made available to the schools that took part in the study as
well as the Mafikeng Area Office, as they had requested.

3.11 SUMMARY

The methods of investigation used in the research were fully described and special attention was
given to the description of the research strategy, design and methodology. A detailed description of
interview schedule as instruments used to gather data and the justification of their use in the study
have been provided. The chapter also highlighted the need to follow procedures in order to protect
respondents’ interest as well as other issues relating to ethical considerations. These procedures
were strictly adhered to during the data collection phase of the research. As far as the analysis of
results of the empirical investigation, a description of the techniques for the analysis of qualitative
data was presented.

This next chapter deals with data analysis and interpretation

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 CHAPTER FOUR

DATA ANALYSIS AND INTERPRETATION

4.1 INTRODUCTION

The purpose of this study was to investigate support for learners with language barriers to learning
and establish if there are structures in place that facilitate their support. It also sought to establish
whether such learners are exposed to screening, identification, assessment and support. Doing all
these enabled the researcher to propose a model in order to provide support for such learners.
Based on the findings of the study, the researcher proposes a support model for mainstream primary
schools of the Mafikeng Area Office. This chapter presents and interprets the major findings and
conclusions drawn from the study.

4.2 PRESENTATION AND DISCUSSION OF DATA

In this study, the researcher categorised all the questions and responses obtained from participants.
Participants in this study consisted of mainstream primary school teachers, District Education
Specialists, Teachers at Special schools, Learners with language barriers to learning, Staff at
Institutional-Level Support Teams and District-Based Support Teams.

4.3 RESEARCH FINDINGS

The findings of the study are classified into categories, sub-categories and themes to reflect the
experiences of participants in terms of screening, identification, assessment and support. The
responses obtained from LSEN teachers (transcribed tape recordings) were grouped together and
analysed. Responses of other participants were treated in the same manner.

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4.3.1 Responses from LSEN teachers in mainstream primary schools

 Question 1: What do you understand by the concept language barriers to learning?

Below are the views of participants with regard to language barriers to learning:

Participant A: The concept language barriers to learning is the teaching of a language and

problems related with it.

Participant B: A language barrier to learning is the understanding of a language and its

challenges.

Participant C: Language barriers to learning deals with learners reading problems.

Participant D: Language barriers to learning is taking learners through the process of language

issues, including speaking.

Participant E: The concept language barriers to learning, is the teaching of writing.

Participant F: Language barriers to learning is the learning problems learners encountered in a

language.

Participant G: Language barriers to learning are how learners should be taught to learn a

language.

Participant H: Language barriers to learning are the understanding of language learning

problems.

Participant I: Language barriers to learning are factors which address barriers in language

learning.

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Participant J: Language barriers to learning are factors which prevent a learner to learn a

language.

The results revealed that mainstream primary school teachers understand the concept ‘language
barriers to learning’.

 Question 2: Do you screen learners with language barriers to learning at your school?

Below are excerpts from participants:

Participant A: I do not screen learners with language barriers to learning because I am not trained

to screen such learners.

Participant B: I do not screen learners with language barriers to learning.

Participant C: Ssscreening… I do not understand screening.

Participant D: No, I only teach learners I find in my classroom, irrespective of their barriers.

Participant E: I am told to screen them, but I do not know how.

Participant F: Yes, I screen my learners with language barriers to learning in class.

Participant G: I screen them in reading only.

Participant H: I screen them for reading and spelling.

Participant I: I screen them for reading, spelling and writing.

Participant J: In my class, the major challenge is in mathematical calculations more than in

writing, spelling and reading.

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The results revealed that in some mainstream primary schools, learners are screened for language
barriers to learning whereas, in other mainstreams schools, teachers do not know how to go about
with the screening process.

 Question 3: If they are screened and their learning problems identified, how are they
assessed?

Below are some of the views advanced by participants on how learners with language barriers to
learning are assessed.

Participant A: They are assessed with other learners.

Participant B: I do assessment in the school as requested by the Department of Education.

Participant C: Learners are assessed weekly and given feedback.

Participant D: Learners are assessed in reading and feedback provided.

Participant E: Learners are assessed in mathematical calculations, and are shown how to

calculate.

Participant F: I do not assess specific learners based on their learning problems, I just assess

and support all learners equally.

Participant G: I give homework and class work to assess learners’ participation. If some learners

are not achieving, they are referred to the remedial unit.

Participant H: I pay more attention to individual differences in learning.

Participant I: I provide an opportunity for learners to listen to recordings of reading books while

reading.

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Participant J: When I give learners work to do, I assess the assignment or project by using

reading aloud or using larger answer sheet to accommodate their differences.

The results revealed that mainstream primary school teachers address learners’ learning problems
by using different methods and techniques in teaching. Participant G indicated that if a learner does
not cope with the amount of work given, he or she is referred to the remedial unit in the school for
further intervention. Furthermore, participant G maintained that if such learners do not cope with
the amount of work given, such learners are given activities that are of a lower standard and simple
task to accomplish. If the learning problem persists, learners are referred to the remedial unit again.
An effort was made towards presenting possible strategies and teaching techniques on how learners
with language barriers to learning can be assisted in order to improve their academic performance
(Winkler, Modise & Dawber, 2004).

 Question 4: Do you receive necessary support from District Education Specialists?

Below is a summary of the transcript:

Participant A: District Education Specialists do not support me.

Participant B: I am only instructed to bring learners with language barriers to learning to the

District.

Participant C: I am told to write a report about learners with language barriers to learning.

Participant D: I am told to come with learners with language barriers to learning to the

District Office.

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Participant E: I sometimes get disillusioned when I arrive with learners with language barriers to

learning at the District Office because I will be told to take those learners back to

my school.

Participant F: I sometimes do not know what to do with learners with language barriers to

learning when I cannot get assistance from the District Office.

Participant G: I always help myself because District Education Specialists do not support me.

Participant H: District Education Specialists do not support me.

Participant I: District Education Specialists do not talk to me about learners with language

barriers to learning.

Participant J: I do not know what to do with learners with language barriers to learning.

The results revealed that District Education Specialists (DES) do not support mainstream primary
school teachers. Participant B maintained that when she reports cases of learners with language
barriers to learning, she is requested to bring such learners to the District Office. When she takes
them to the District Office, she is requested to go back to her school and write a report about the
learner. The participant maintained that this leads to disillusionment, as she would not know what
to do with such learner.

One of the key roles of District Education Specialists (DES) is to implement the curriculum and
evaluate programmes in order to determine their effectiveness and suggest modifications. However,
mainstream primary school teachers are not supported in these tasks. They are, therefore, unable to
enhance the learning and teaching of learners with language barriers to learning (DOE, 2001: 47).

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 Question 5: Is English as a medium of instruction in Grade 4 beneficial to learners with
language barriers to learning?

Below are some the excerpts from participants:

Participant A: No!

Participant B: No, if they could have started with it in Foundation Phase.

Participant C: English is a barrier to them.

Participant D: Instead, it adds to language barriers to learning.

Participant E: English is not benefiting any learner but makes it difficult for learners to learn.

Participant F: English is not the learners’ mother tongue.

Participant G: English is a difficult language because it is not spoken at home.

Participant H: Learners do not use English on a daily basis.

Participant I: Learners are afraid to speak English in class.

Participant J: Learners do not benefit from the use of English because it is their second language.

These responses reveal that learners with barriers to learners do not benefit anything by using
English as medium of instruction in Grade 4. Rather, it is perceived as a language barrier because
learners are used to being taught in their mother tongue at Foundation Phase. In addition, learners at
Foundation Phase are exposed to three learning areas while in Intermediate Phase learners are
exposed to eight learning areas. The increase in the number of learning areas, in addition to the
transition from mother tongue instruction to instruction in English apparently complicates matters
for learners (DOE; 2002: 3).

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 Question 6: Which is the most outstanding factor that hampers the teaching of learners
with language barriers to learning in your class?

Below is a summary of excerpts from participants:

Participant A: Untrained teachers cannot teach learners with language barriers to learning.

Participant B: Teachers show anxiety when teaching learners with language barriers to learning.

Participant C: Some teachers are unsure of their teaching.

Participant D: Teachers lack commitment in teaching learners with language barriers to

learning.

Participant E: There is lack of qualified teachers in special education.

Participant F: Lack of qualified teachers in remedial education.

Participant G: Lack of teacher’s skills in teaching learners with language barriers to learning.

Participant H: Lack of expertise in handling learners with language barriers to learning.

Participant I: Lack of continuous in-service training in remedial education.

Participant J: Lack of support in teaching learners with language barriers to learning.

From the excerpts above, it could be concluded that lack of trained teachers to teach learners with
language barriers to learning in mainstream primary schools constitute a major challenge. Lack of
suitably qualified and experienced mainstream primary school teachers is a critical issue in
education because mainstream classes are demanding and challenging and require committed and
dedicated teachers who have the necessary skills and expert knowledge to provide appropriate
teaching and learning experiences to all learners (Mukhopadhyay et al., 2009: 52).

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 Question 7: How do you support learners with language barriers to learning?

Below are some of the excerpts from participants:

Participant A: I use a variety of teaching methods.

Participant B: I apply different techniques in teaching.

Participant C: I use different strategies in teaching.

Participant D: I support learners in many ways by giving them more activities.

Participant E: I provide learners with more activities.

Participant F: I use different intervention strategies in teaching learners with language

barriers to learning.

Participant: G: I support learners in developing writing skills.

Participant H: I design and present smaller units of work to learners at a time.

Participant I: I do cooperative teaching for learners with language barriers to learning.

Participant J: I support them in reading and oral presentation.

The results reveal that teachers use different intervention strategies, methods and techniques to
support learners with language barriers to learning. This is done through the number of activities
given out to learners.

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 Question 8: In your experience, what challenges do learners with language barriers to
learning face?

Below are excerpts obtained from participants:

Participant A: Most learners with language barriers to learning cannot work independently.

Participant B: Learners with language barriers to learning are unable to work as a group.

Participant C: Lack of suitable teaching materials like overhead projectors.

Participant D: Materials are not designed for teaching learners with language barriers to learning.

Participant E: School administrators do not make teaching materials accessible to teachers.

Participant F: Some strategies are not suitable for teaching learners with language barriers to

learning.

Participant G: Knowledge drawn from materials does not support me on how to teach learners

with language barriers to learning.

Participant H: The materials are more on how I should improve their skills.

Participant I: Relevant materials to teach learners with language barriers to learning are not

provided.

Participant J: Issues of reaching such learners are more about the teaching materials for learners

with language barriers to learning.

The results reveal that strategies such as scaffolding are not suitable for teaching learners with
language barriers to learning. Although many teachers provide the same programmes in different
ways to teach learners with language barriers to learning, some of the materials used are not always

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accessible to teachers. School administrators do not see the need to support teachers with such
materials.

The focus of knowledge and skills training programmes is often on how teachers should improve
their skills and knowledge and not on how to teach learners with language barriers to learning.

 Question 9: How can you improve on your teaching methods with respect to teaching
learners with language barriers to learning?

Participants provided the following responses:

Participant A: Individual attention should be encouraged.

Participant B: The curriculum should be responsive to the needs of learners.

Participant C: Teachers should accommodate diversity in their teaching methods.

Participant D: Curriculum should be transformed to accommodate all learners.

Participant E: Various aspects of the curriculum should be provided to encourage access and

participation of all learners.

Participant: F: Curriculum should be accessible to all learners.

Participant G: Mainstream primary school teachers should accommodate diversity.

Participant H: Teacher capacity should be encouraged.

Participant I: Remedial units should be established.

Participant J: Pull-out services should be established.

The results suggest that individual attention should be encouraged. The curriculum should be
accessible and responsive to the needs of learners in order to empower mainstream primary school
teachers in Mafikeng Office Area.

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Various aspects of the curriculum such as learning programmes, teaching practice, capacity of
teachers, assessment of learning outcomes, equipment, medium of teaching and learning, the nature
of support in terms of expertise in teaching learners with language barriers to learning should be
provided. This would enhance access to and participation in learning programmes. These are
possible strategies on how learners with language barriers to learning could be assisted in order to
improve their academic performance (Winkler, et al., 2004: 112).

Furthermore, the results reveal that remedial units in mainstream primary schools need to be
established. Such structures provide the necessary assistance and guidance to teachers to make
changes in their instruction. Teachers need to develop a different set of skills and knowledge rather
than those traditionally acquired from tertiary training institutions. Structures such as pull-out
services are necessary. Learners with language barriers to learning are pulled out of regular classes
to attend one that provides special programmes. The nature of these classes depends on the specific
academic challenges and needs of learners (Donald, Lazarus & Lolwana, 2007: 265).

There is also the need for on-site technical assistance.This implies the immediate provision of a
range of professional services on-site. This could be done on a full-time or part-time basis. Such
professional services would include, for example, school psychologists and speech therapists. These
professionals are compelled to work hand in hand with teachers to ensure that the needs of all
learners are met (Mukhopadhyay, Molosiwa & Moswela, 2009).

 Question 10: Are you provided with any professional development programmes?

Participants provided the following responses:

Participant A: There are no professional development programmes that capacitate me in teaching

learners with language barriers to learning.

Participant B: There are no workshops provided for me.

Participant C: There has been no capacity development for me.

Participant D: Lack of professional development leads to my low morale.

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Participant E: There are no professional development programmes offered to me towards learners

with language barriers to learning.

Participant F: No professional development programmes are organised for me.

Participant G: There is no professional development for language of teaching and learning for

me.

Participant H: There is no professional development for assessment of learners with barriers

to learning for me.

Participant I: There is no professional development for curriculum modification for me in

teaching learners with language barriers to learning.

Participant J: Teachers’ competencies and capabilities are not developed.

The results indicate that there are no professional development programmes for teachers who teach
learners with language barriers to learning. Professional development programmes for teachers lead
to overall curriculum transformation. This includes a review of various aspects of the curriculum. In
particular, it is advisable to review the learning environment, learning programmes, teaching
practices, capacity of teachers, assessment of learning outcomes, equipment, medium of teaching
and learning, materials and the nature of support provided to enable access to and participation in
learning programmes. For such professional development to function properly, teachers’ morale
and attitudes need to be enhanced for better delivery of the curriculum. Teachers’ empowerment,
competencies and capabilities must be enhanced to avoid job dissatisfaction and stress caused by
inefficient curriculum delivery (Engelbrecht et al.,1999).

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 Question 11: What is your attitude towards teaching learners with language barriers to
learning?

Participants provided the following responses:

Participant A: My attitude towards learners with language barriers to learning is

negative because I am not trained to teach such learners.

Participant B: I am hesitant to change because I have never taught such learners.

Participant C: I am reluctant to take what I see as an additional role.

Participant D: I do not support learners with language barriers to learning.

Participant E: I often ignore learners with language barriers to learning.

Participant F: I often claim that learners with language barriers to learning cannot learn.

Participant G: I often say that learners with language barriers to learning are not for me because I

do not understand them.

Participant H: I call learners with language barriers to learning ‘slow learners’.

Participant I: I am impatient to teach learners with language barriers to learning.

Participant J: I see learners with language barriers to learning as a waste of time.

The results suggest that mainstream primary school teachers have a negative attitude towards
learners with language barriers to learning. Teachers are often resistant and hesitant to change. They
are also reluctant to take up additional functions in schools. Teachers are usually not sure of the
benefits because most of them lack critical skills. Hence, they tend to ignore learners with language
barriers to learning in most classrooms when they teach. They often say that these learners cannot
learn and that they cannot cope with the amount of academic work given.

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 Question 12: Do you have sufficient equipment that offers effective teaching to learners
with language barriers to learning?

Participants provided the following responses:

Participant A: There is a high shortage of materials.

Participant B: There inadequate infrastructure.

Participant C: There are no support materials to aid learners.

Participant D: There are no interventions to address the diverse needs of learners.

Participant E: There is lack of teaching facilities.

Participant F: Teachers cannot pay individual attention to learners because they are overcrowded

in class.

Participant G: Shortage of books poses a problem.

Participant H: Individual attention cannot be exercised.

Participant I: Lack of remedial unit at school level is a problem.

Participant J: There is no range of professional services on site such as school psychologist and

speech therapist to ensure that the needs of all learners are met.

The results reveal that mainstream primary school teachers do not have the necessary facilities,
infrastructure and learning support materials to support learners with language barriers to learning.

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 Question 13: How do you identify learners with language barriers to learning with regard
to:

 Reading
 Spelling
 Writing and
 Mathematical calculations?

Participants provided the following responses:

Participant A: I am unable to identify learners with reading problems.

Participant B: I am unable to identify learners with spelling problems.

Participant C: I am unable to identify learners with writing problems.

Participant D: I am unable to identify learners with mathematical calculation problems.

Participant E: I am unable to identify learners with reading, spelling, writing, mathematical

and calculation problems.

Participant F: I do not provide support for learners with learning problems.

Participant G: I only focus on the able learners.

Participant H: I do not know learners with language barriers to learning.

Participant I: I do not know how to identify learners with learning problems.

Participant J: I cannot identify learners with learning problems.

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Reading

Results from the checklist for learners who are unable to read revealed that mainstream primary
school teachers are unable to identify learners with language barriers to learning. Adequate support
has never been provided to improve reading memory, overcoming problems of understanding,
encouragement in reading, improving sound-symbol association, remembering sight-words and
reading longer words (See appendix H).

Spelling

Results from the checklist for learners with spelling problems revealed that mainstream primary
school teachers are unable to identify learners with language barriers to learning. Adequate support
in terms of spelling is not provided. Learners fail to become confident writers as they are not sure
of the sounds of the language, the spelling of new words and are unable to identify interesting
words in their writing (See appendix G).

Writing

Results from the checklist for learners who are unable to write revealed that mainstream primary
school teachers are unable to identify learners with language barriers to learning. Adequate support
is not provided to such learners (See appendix I).

Mathematical calculations

Results from the checklist for learners with mathematical calculation problems revealed that
mainstream primary school teachers are unable to identify learners with language barriers to
learning. Adequate support is not provided. Adequate understanding of the language use in
mathematical calculations is not provided. Learners have difficulties in isolating numbers. Hence,
they cannot solve mathematical problems. They also have difficulties with concepts in
mathematical calculations (See appendix J).

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 Question 14: Have you attended a workshop or seminar on Sisonke and Screening,
Identification, Assessment and Support (SIAS) on how to provide support to learners with
barriers to learning?

Participants provided the following responses:

Participant A: No!

Participant B: I have never attended any of the projects.

Participant C: I have only read about those projects, but never attended any.

Participant D: I have not attended any projects.

Participant E: I have never attended any Screening, Identification, Assessment, Support projects.

Participant F: I have never attended any Sisonke projects.

Participant G: I have never attended any Screening, Identification, Assessment and Support

seminar.

Participant H: I have never attended any seminar on Sisonke.

Participant I: I have never attended any seminar.

Participant J: I have never attended any project so far.

The results reveal that mainstream primary school teachers never attended any workshop or seminar
on the Sisonke project or the Screening, Identification, Assessment and Support to learners with
barriers to learning. The purpose of the “SIAS” strategy (DOE, SIAS, 2008) is to provide
interventions to all learners requiring additional support in order to enhance their participation in
class.

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Furthermore, the SIAS strategy (DOE, SIAS, 2008) is intended to ensure a more rigorous and
consistent process of screening, identification, assessment and support of learners across the
system. This ensures a more equitable practice in terms of support. The concepts of screening,
identification assessment and support were clearly spelt out in the strategy that should enable
mainstream primary school teachers assist learners to access and participate in all areas of the
curriculum.

 Question 15: Have you attended professional development workshops arranged by staff
from special schools as resource centres?

Participants provided the following responses:

Participant A: I have never attended any workshop organised by special school teachers.

Participant B: I have never attended even one workshop.

Participant C: I have never attended even one.

Participant D: No workshop organised by special school teachers.

Participant E: I have never attended any workshop organised by special school teachers.

Participant F: I have never attended even one workshop.

Participant G: I have never attended even one.

Participant H: I have never attended even one workshop.

Participant I: I have never attended any workshop organised by special school teachers.

Participant J: I have never attended even one workshop.

The results reveal that there are no workshops arranged on support for mainstream primary school
teachers by staff from special schools. Special schools should be outward looking resource centres
with excellent expertise. Teachers should work in collaboration with mainstream primary school

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teachers to support the development of the Screening, Identification, Assessment and Support
(SIAS) strategy (DOE, SIAS, 2008). There should be a process of change in mainstream schools in
terms of leadership, teaching, learning, funding and structuring.

Mutual support and partnership of special schools, with mainstream primary schools, should be
developed as many mainstream primary school teachers are experiencing anxieties, difficulties and
concerns in embedding inclusive values in their day-to-day practices. Through sharing specialist
skills and knowledge, all mainstream primary schools can provide high quality education and care
for learners with barriers to learning.

 Question 16: How does an Institutional-Level Support Team (ILST) staff support your
teaching of learners with language barriers to learning?

Participants provided the following responses:

Participant A: They support me in screening learners with language barriers to learning.

Participant B: They do not show me how to screen learners with language barriers to learning.

Participant C: They support me in identifying learners with language barriers to learning.

Participant D: They support me in assessing learners with language barriers to learning.

Participant E: They do not show me how to identify learners with language barriers to learning.

Participant F: They support me by showing me how to support learners with language barriers to

learning.

Participant G: They do not show me how to assess learners with language barriers to learning.

Participant H: They do not show me how to provide support for learners with language barriers

to learning.

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Participant I: They do not provide support for our school.

Participant J: Their execution of duty enhances my teaching for all learners.

The results show that there are Institutional Level Support Teams established in the Mafikeng Area
Office. However, some participants indicated that there are no ILSTs while others maintained that
there are ILSTs established in the Mafikeng Area Office. This could be due to poor distribution and
execution of duties by District Education Specialists who are the overseers of mainstream primary
schools.

ILSTs play a central role in identifying “at risk” learners and addressing barriers to learning. One
participant maintained that ILSTs are useful when taking a decision about a learner who needs
serious intervention. They also help in identifying learners with barriers to learning as early as
possible in the learner’s life so that support programmes can be developed. ILSTs need to work
closely with a class teacher. A learner profile can be developed to contain information about certain
knowledge, skills, attitudes, values and the socio-economic environment of a learner. This
information can at times, be obtained from parents, caregivers, various departments, other teachers
and school records (DOE, Education White Paper 6, 2001).

 Question 17: Have you attended a seminar or workshop of any local Catholic Institute for
Education (CIE) on how to provide support for learners with language barriers to
learning?

Participants provided the following responses:

Participant A: I have never attended any seminar or workshop.

Participant B: I have never attended any of the local Catholic Institute for Education.

Participant C: I have never attended any seminar.

Participant D: I have never attended any workshop.

Participant E: I have never attended any of the local Catholic Institute for Education.

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Participant F: I have never attended any seminar or workshop.

Participant G: I have never attended any workshop.

Participant H: I have never attended any of the local Catholic Institute for Education.

Participant I: I have never attended any workshop.

Participant J: I have never attended any workshop.

The results reveal that mainstream primary school teachers who participated in the study had never
attended any workshop or seminar organised by any of the local Catholic Institutes for Education
(CIE). The inspiration provided by CIE is to assist teachers in teaching learners with language
barriers to learning. CIE focuses on classroom experiences of teachers in the project. Its aim is to
share insights more broadly with teachers all over South Africa (Winkler et al., 2004).

 Question 18: Do you have any other comment to make regarding learners with language
barriers to learning?

Participants provided the following responses to this item:

Participants A: I think there should be no lesson plans developed for learners with language

barriers to learning.

Participant B: I think learners’ pace should be emphasised.

Participant C: I recommend the use of activities.

Participant D: I think learners’ learning problems should be thoroughly scrutinised.

Participant E: Teachers need to pay attention to a problem a learner is experiencing.

Participant F: Remedial units should be established for learners to receive interventions.

Participant G: In a remedial unit, learners are individually supported.

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Participant H: Without a remedial unit, learners cannot be supported.

Participant I: At a remedial unit, only few learners who are experiencing learning problems are

accommodated.

Participant J: The mainstream primary schools in which remedial units are established, provide

support for learners with language barriers to learning.

The responses from participants confirmed the suggestion that no lesson plans be developed for
learners with language barriers to learning because learner pace is emphasised by CAPS (DOE,
CAPS, 2011). Therefore, the use of activities was recommended. This is to assist learners with
language barriers to learning to be thoroughly scrutinised. Teachers need to pay attention to any
learning problem a learner is experiencing (See appendix D).

4.3.2 Responses from District Education Specialists (DES)

 Question 1: Are you aware of the vision of the North West Department of Education?

Participants provided the following responses:

Participant A: The vision of the North West Department of Education is to ensure that all

learners receive basic quality education.

Participant B: The vision of the North West Department of Education is built around quality

education.

The results indicate that District Education Specialists are aware of the vision of the North West
Department of Education, which is to ensure that all learners receive basic quality education.

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 Question 2: Can you explain what the operational plan of the North West Department of
Education is?

Participants provided the following responses:

Participant A: It is about supporting learners with language barriers to learning.

Participant B: It is about providing support for learners with language barriers to learning.

The results reveal that the District Education Specialists know what the operational plan entails.
The priorities of the operational plan are to support learners with language barriers to learning with
everything that enables learners to learn such as supporting learning sites (schools) to provide
learning environments and teachers to minimise language barriers to learning). Furthermore,
support would mean strategies used to support schools.

The priorities of special schools would be to provide intensive support to learners with language
barriers to learning. Staff at special schools should be empowered through staff training in order for
them to provide support to both full-service schools and mainstream primary schools. The primary
role of special schools would be to provide specialised professional support in curriculum,
assessment and instruction to Institutional-Level Support Teams and teachers in mainstream
primary schools. Furthermore, Institutional-Level Support Teams can call on staff from special
schools to assist them adapt their classroom activities to accommodate barriers to learning.

It is important to support out-of-school learners who are marginalised or who were never given
access when their parents tried to enrol them. Their needs were only catered for in institutions that
are too distant from their homes.

 Question 3: Are the priorities of the North West Department of Education considered
when planning?

Participants provided the following responses:

Participant A: Priorities are considered.

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Participant B: Because of the budget, priorities are considered.

The results reveal that the priorities of the North West Department of Education are considered
when planning. Participants indicated that there is sufficient budget to support learners with
language barriers to learning, thus regular visits to mainstream primary schools are not a problem.
Participants maintained that human and material resources are insufficient.

 Question 4: Is the operational plan monitored to achieve the vision of the North West
Department of Education and the priorities of the government?

Participants provided the following responses:

Participant A: Monitoring is done through sub-sections of Inclusive Education.

Participant B: Monitoring is done through specialists stationed at special schools.

The results indicate that the operational plan is monitored in order to achieve the vision of the North
West Department of Education and priorities of the Provincial Government.

 Question 5: Are the programmes in the operational plan achieved?

Participants provided the following responses:

Participant A: Programmes are not achieved due to lack of resources.

Participant B: Programmes are not achieved because teachers lack skills.

The results obtained confirm the fact that programmes in the operational plan are not achieved.
There is no transport for officials to visit various mainstream primary schools. Therefore, no
monitoring takes place in mainstream primary schools. Training in specialised education for
mainstream primary school teachers is inadequate to support learners with language barriers to
learning.

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 Question 6: Are your roles clearly defined?

The following responses were obtained:

Participant A: My roles are not clearly defined.

Participant B: My roles are not clearly defined because I am dealing with placement of learners.

The roles of District Education Specialists are not clearly defined. The primary function of District
Education Specialists is the development of on-going support to local ILST. They provide a full
range of education support services such as professional development in curriculum and assessment
to ILST. They support, monitor and evaluate inclusion in various learning sites (schools) and help
link these learning sites (schools) with formal and informal support systems in surrounding
communities. They control the admission of learners in special schools and ensure that no learner
who can receive support in a local learning site (school) is removed unnecessarily.

 Question 7: Are teachers aware of your programmes to be achieved?

The following responses were provided by participants: Participant A: Teachers do not know
Inclusive Education.

Participant B: Teachers believe in placement model.

The results confirm the fact that teachers are not aware of programmes to be achieved. Teachers
with no training or experience in special education and support education find it difficult to cater for
learners with language barriers to learning.

 Question 8: Do teachers implement the planned programmes and initiatives of the North
West Department of Education?

Participants provided the following responses:

Participant A: Teachers do not have clear guidelines.

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Participant B: There is no proper monitoring.

From the results, mainstream primary school teachers do not implement planned programmes and
initiatives of District Education Specialists.

 Question 9: Do you understand the concept of professional capacity in curriculum

development and assessment?

The following responses were obtained:

Participant A: I do not understand the concept of professional capacity in curriculum development.

Participant B: I do not know professional capacity development in curriculum and assessment.

The results obtained reveal that teachers understand the concept of professional capacity in
curriculum development and assessment. District Education Specialists, as part of District-Based
Support Teams (DBST) and Institutional-Level Support Teams (ILST), are required to provide
curriculum development, assessment and instructional support in the form of illustrative learning
programmes, learner support materials and equipment, assessment instruments and professional
support for teachers in special schools, full service schools and other educational institutions.

 Question 10: Is the work of teachers monitored and feedback given?

Participants provided the following responses:

Participant A: Teachers are not monitored in the implementation of Inclusive Education.

Participant B: Teachers lack knowledge on Inclusive Education.

From the results obtained, teachers are not monitored in the implementation of Inclusive Education.
They lack knowledge on Inclusive Education (See appendix E).

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4.3.3 Responses obtained from teachers in special school

 Question 1: Do you provide support to mainstream primary school teachers?

Participants provided the following responses:

Participant A: I do not provide support to mainstream primary school teachers.

Participant B: I am only responsible to provide support for special school teachers.

The results reveal that teachers in special schools do not provide support to mainstream primary
school teachers. Teachers employed in special schools have specialised skills and have developed
learning materials to assist all learners. This is an indication that teachers in mainstream primary
schools lack essential skills in executing their duties.

One of the duties of professional staff members in special schools is to run workshops for other
teachers on how to provide support in the classroom. The views of mainstream primary school
teachers with regard to learners with language barriers to learning are that they lack specialist skills
and knowledge which are seen as highly advanced and intensive experiences. These skills and
knowledge could be transferred from special school staff (DOE, Education White Paper 6, 2001).

 Question 2: Do you network with the departments of Health and Social Services in
enhancing the teaching of learners with language barriers to learning?

Participants provided the following responses:

Participant A: I do not develop network with the departments of Health and Social Services.

Participant B: I do not network with any of the departments of Health and Social Services.

The results confirm that there is no development of network support with the Department of Health
or Social Services. This is an indication that there are no mechanisms to ensure access to the
curriculum. Inter-sectorial, collaborative resourcing such as that of the Department of Health in
supplying physiotherapists, speech therapists and voice-activated computers, are of vital importance

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in accessing the curriculum. The assistance of social workers from the Department of Social
Services, who would look more closely into the internal barriers of learners, is also of vital
importance. Such collaboration would enhance the teaching and learning of learners with language
barriers to learning (See appendix F).

4.3.4 Responses from observation of the checklist for learners who are unable to spell in

Grade 4

 Questions 1-4: Spelling

Participants were observed as a group and it was confirmed that they were unable to choose the
correct spelling from the given words.

Participant A: Spell a word as follows: “reiet”.

Participant B: Spell a word as follows: “brief”.

Participant C: Spell a word as follows: “preist” which were ungrammatically wrong

(See appendix G).

The results revealed that learners were unable to choose the correct spelling from given words
where the emphasis was on sound, especially vowels with inconsistent letters. As a result, learners
remained with inadequate spelling techniques.

Learners tend to write unknown words they seldom use in written work and ignore spelling rules.
Learners end up using wrong words and tend to repeat high-frequency words in erroneous
idiosyncratic ways in their written language.

Participant A: Spell a word as follows “beens”.

Participant B: Spell a word as follows: “seads”.

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Participant C: Spell a word as follows: “streat” which were ungrammatically wrong

(See appendix G).

 Question 5-10: Spelling

Participant A: Spell a word as follows “brief”.

Participant B: Spell a word as follows: “preist” which were ungrammatically wrong

(See appendix G).

In the above instances, the ‘e’ rule has not been mastered properly. It appears that from the
teachers’ submissions that such rules had to be taught explicitly for learners to strive to store and
apply them conscientiously through memory retention skills that could be developed through drills
and repetition as a reinforcement strategy. Learners were unable to replace words even when given
alternatives. They were also unable to pronounce words and, therefore, could also not spell them
correctly. They could not articulate words properly in order to come up with the correct spelling.
They tended to leave out interesting words in their writing because they did not know how to spell
them.

Spelling is a skill that assists learners to form words. Learners, who learn spelling by rote, do not
always end up being able to spell other words. When learners learn to spell words, they should
think of the sounds that make up the word. Furthermore, they should remember the letters that
represent the sounds. Lastly, they should put the letters together to form the word.

Learners, who struggle with spelling in Grade 4 in mainstream primary schools of the Mafikeng
Area Office, are usually identified as displaying learning problems. This is an extension of
marginalising practices in schools where learners with language barriers to learning are excluded
from mainstream primary schools (See appendix G).

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4.3.5 Responses from the observation checklist for learners who are unable to read in

Grade 4

 Questions (a)-(h): Reading

Participants were observed as a group and they demonstrated that they were unable to notice how
characters and plot are constructed in order to represent a particular view of the world.

Participants A: Reads a sentence as follows: “The bologobolokegoka Lesotho mama a

PetlakaLegogo”.

Participant B: Reads a sentence as follows: “Pibala, Thabo ‘n matlha, Pologo e ja le bata, Thabo

noieibamato, oetlhabe le katipa”.

Participant C: Reads a sentence as follows: “Thabo u di a bolayabotobabebatsha, kabouei” which

were wrongly spelt “See appendix H”.

From the results, it could be concluded that learners are unable to notice how characters and plot are
constructed to represent a particular view of the world. Learners could also not respond questions
arising from the passage.

Learners prefer to answer questions using their mother-tongue (code switching) and are unable to
translate correctly:

 They were unable to respond correctly to questions;

 They were unable to read and hence unable to follow a route to locate characters in the
passage;
 They were unable to identify characters deployed and developed in the passage or even a
place where the story took place;
 They failed to recount events that happened first and which happened last;

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  They were unable to interact in their additional language; hence they switched from one
language (second additional language) to another (mother-tongue);
 They were unable to recall and describe sequences of actions in the passage using
connecting words;
 They were unable to describe characters; and
 They failed to express their opinions about the passage in writing.

Language is a necessity in everybody’s life. People communicate and understand the world through
language. Language thus shapes peoples’ identities and knowledge. Language serves a variety of
purposes: personal, communicative, educational, aesthetic, cultural, political and critical. Learners,
who are unable to read in mainstream primary schools of the Mafikeng Area Office, are usually
identified as having learning problems. This is attributed to lack of support (See appendix H).

4.3.6 Responses from the observation checklist for learners who are unable to write in

Grade 4

 Questions 1-5 on plurals and 1-5 on opposites: Writing

Participants were observed as a group and they demonstrated that they were unable to correctly
spell words.

Observation of activities in classrooms revealed that participants spell in the following manner:

Plural

Participant A: Write a word as follows: “Pmas”.

Participant B: Write a word as follows: “Perekis”.

Participant C: Write words as follows: “Dikegaki, Gaabo, Basidi”.

“Omos, Oprks, Dkerk, Dank, Dwmn.” all words were wrongly spelt (See appendix I).

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Opposite words

Participant A: Write a word as follows: “Mongne”.

Participant B: Write a word as follows: “Basidi”.

Participant C: Write the following: “Utetang, Mongne, Namanne”which were wrongly spelt (See
appendix I).

“Omoe, Opose, Dane, Man, Osen.”

“Gig, She He Goat, Grandmother, Matherer Came.”

The results confirm the fact that learners are unable to correctly spell words that sound the same.
They are also unable to use the sounds, words and grammar of the language to create and interpret
texts. Learners are unable to develop vocabulary; hence they are unable to identify words which
sound the same. They are also unable to write the plural form of words with double vowels, identify
words with opposite meaning; hence, they failed to develop knowledge of language structure in
spelling familiar words correctly.

Language is acquired gradually, and attention is given to vocabulary and grammar, accurate use of
words and developing structures. The focus is more on noticing words and grammatical structures
that learners are familiar with from the previous grade. They explore the way their additional
language works and take some conscious control of it. They use the developing knowledge to check
their use of language, especially when writing, a dual process of noticing and editing. Learners who
are unable to write in Grade 4 in mainstream primary schools of the Mafikeng Area Office are
usually identified with learning problems (See appendix I).

4.3.7 Responses from the observation checklist for learners who are unable to do Mathematics

in Grade 4

Question 1(a)-(d)

Participant A: Cannot distinguish shapes.

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Participant B: Cannot distinguish symbols.

Participant C: Cannot distinguish signs.

Participants were observed as a group and they showed that they were unable to demonstrate
geometrical patterns.

Participants cannot distinguish shapes, symbols and signs used in the teaching of Mathematics.

From the results, it could be deduced that learners are unable to conceptualise geometrical patterns,
look for relationships or rules, including patterns presented in physical or diagrammatic forms.
They could not recognise, visualise or name two-dimensional shapes and three-dimensional objects
in the environment, including a triangle, square, circle or rectangle. They could not describe, sort or
compare two-dimensional shapes from the environment according to geometrical properties,
including the shape of faces, number of sides and straight sides. They were also unable to
investigate and compare two-dimensional shapes studied in Grade 4 according to the properties
listed above, by drawing shapes on grid papers. In addition, they were unable to describe changes in
the view of objects held in different positions.

 Question 2: Symbols

Participants were observed as a group and they demonstrated that they were unable to describe
different symbols used in Mathematics.

Participant A: Cannot describe different symbols.

Participant B: Cannot recognise different symbols.

Participant C: Cannot draw different symbols inthe teaching of Mathematics (See appendix J).

The results indicate that learners are unable to describe different symbols used in Mathematics (in
terms of how symbols are shaped). Learners were also unable to recognise and draw different
symbols, including phrases such as greater than, less than, equal to, add to and take away from.

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 Question 3: Addition and subtraction

Participant A: Was unable to perform algebraic calculations.

Participant B: Was unable to do multiplication of whole numbers.

Participant C: Was unable to do basic manipulations involving 2 digits by 2 digits in Mathematics

(See appendix J).

The results show that learners are unable to perform calculations involving addition and subtraction.
They are unable to do multiplication of whole number basic manipulations involving 2 digits by 2
digits.

 Question 4: Unable to write number sentences

Participants were observed as a group and they demonstrated that they were unable to use a range of
strategies to check solutions and judge procedures involved.

Participant A: Was unable to write number sentences.

Participant B: Was unable to use a range of strategies to check mathematical solutions.

Participant C: Was unable to judge the reasonableness of solutions in Mathematics

(See appendix J).

The results point to the fact that learners are unable to use a range of strategies to check
mathematical solutions and judge the reasonableness of their solutions. Learners are unable to
write number sentences to describe a problem situation, including problems within a context that
may be used to build awareness of economic issues. Also, they are unable to determine, through
discussion and comparisons, the equivalence of different descriptions of the same relationship or
rule represented by number sentences.

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Although the curriculum (CAPS) seeks to create a lifelong learner who is confident and
independent, literate, multi-skilled, compassionate, with respect for the environment and the ability
to participate in society as a critical and active citizen, being mathematically literate would enable a
person to contribute to and participate with confidence, in accessing Mathematics which could be
viewed as a human right itself. Learners who have difficulties with Mathematics in Grade 4 in
mainstream primary schools of the Mafikeng Area Office are usually identified as having learning
problems (DOE, CAPS, 2011), (See appendix J).

4.3.8 Responses from staff of Institutional-Level Support Teams (ILST)

 Question 1: Can you provide a list of learning sites (schools) that need your support?

Participants provided the following responses:

Participant A: I was provided with a list of learning sites.

Participant B: I visited some schools.

The results reveal that staff of Institutional-Level Support Teams (ILST)) provided a list of
mainstream school primary schools in the Mafikeng Area Office which they have visited in order to
offer support (according to their core function). This function entails coordinating all learners,
teachers, curriculum and institution development support. This has been done in an effort to link
other school-based management structures and processes in order to facilitate the coordination of
activities and avoid duplication.

 Question 2: Can you provide a list of learners with language barriers to learning in each
learning site (school) you provided with support?

Participants provided the following responses:

Participant A: I was provided with a list of learners with language barriers to learning.

Participant B: I supported some learners with language barriers to learning.

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Institutional-Level Support Teams (ILST) were able to provide a list of learners with language
barriers to learning in each mainstream primary school they visited as part of their on-going
support. One of the core functions of ILST is to collectively identify learning sites (schools), the
needs of teachers, curriculum and institutions at learning sites.

 Question 3: How do you support teachers who report learners who cannot read?

Participants provided the following responses:

Participant A: I support them by telling them that learners differ according to their abilities.

Participant B: They must teach according to the learner’s pace.

Participant C: I develop strategies and programmes to address the needs of learners and identify

language barriers to learning.

Institutional Support Teams (ILST) support teachers who identify learners who cannot read.ILSTs
assist by informing such teachers that learners differ according to their abilities. Teachers should
teach learners according to the learner’s pace. Another core function of Institutional Support Teams
(ILST) is to collectively develop strategies and programmes to address the needs of learners and
identify language barriers to learning. A major focus should be on teachers’ development and
parental consultation and support. Parents should be informed about all support decisions made
about their children. Class teachers should be assisted to develop support programmes for learners
in their classrooms.

 Question 4: How do you provide support to teachers who report learners struggling in
doing mathematical calculations?

Participants provided the following responses:

Participant A: I teach them about how to teach learners with language barriers to learning.

Participant B: I have taught them that they must teach learners from the known to the unknown.

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Suggestions have been made on how to teach learners with language barriers to learning such as
teachers must teach learners from the known to the unknown. Mainstream primary school teachers
should be supported to enable them to draw in resources needed from within and outside the
learning sites (school) to address the needs and overcome language barriers to learning.

 Question 5: How do you conduct workshops for teachers who report learners who are
unable to spell?

Participants provided the following responses:

Participant A: I give them support on ways of teaching spelling.

Participant B: I give them support on ways of teaching, reading and writing.

Suggestions on the different ways of teaching spelling have been given. The core function of
Institutional Support Teams (ILST) should be able to work closely with District-Based Support
Teams (DBST). This would support ILSTsto evaluate programmes, diagnose their effectiveness and
suggest modifications. Supporting teaching, learning and management will build the capacity of
mainstream primary school teachers. Also these teachers should work closely with staff from
special schools that would help develop their expertise and support, especially by giving them
professional support in curriculum, assessment and instruction. Also, staff from special schools
could provide comprehensive programmes that provide life-skills training and programmes-to-
work. Furthermore, staff from special schools should support primary schools to provide
appropriate and quality education for learners with language barriers to learning. Staff from special
schools could run workshops on how to provide additional support in classrooms.

 Question 6: As a collaborative effort, how do you engage speech therapists and social
workers in coordinating learner and teacher support?

The following responses were obtained from participants: Participant A: I write an intervention
report requesting assistance.

Participant B: I encourage them to use inter-sectorial collaboration that benefits learners.

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Institutional-Level Support Teams (ILST) write an intervention report requesting assistance from
speech therapists and social workers in coordinating learner and teacher support. This cooperation
is necessary to improve language barriers to learning. As a result of working together, inter-
sectorial collaboration benefits both learning sites (schools) and learners.

 Question 7: As part of the on-going support, how often do you engage the Department of
Health and Social Services as inter-sectorial collaboration in supporting learners and
teachers?

Participants provided the following responses:

Participant A: I do not get support from the Departments.

Participant B: Because there are some issues that learners with language barriers to learning

experience, which are not related to education.

Participants maintained that the Departments of Health and Social Services are not assisting in
supporting learners with language barriers to learning. There are learning problems that learners
with language barriers to learning experience. Such problems are not strictly related to education,
which is an indication that teachers need to work with Social Services and Health Departments.
Some learners are orphans, others are taken care of by sick parents, while others stay with parents
who are not employed and cannot provide basic needs. These facts prove that problems and
developmental challenges are more complex and require different approaches in order to arrive at a
workable solution that addresses the mitigating factors in educating learners with barriers to
learning.

 Question 8: When visiting schools as a team, are there suitable materials that enhance the
learning of learners?

Participants provided the following responses:

Participant A: There are no suitable materials.

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Participant B: I only request files for these learners.

The results confirm the fact that Institutional-Level Support Teams (ILST) do not search for
suitable materials that enhance learning; they only request for the files of learners with language
barriers to learning. One of the duties of an Institutional Level Support Team (ILST) is to identify
other institutional support necessary.

 Question 9: Does the support given by ILST staff ensure access to the curriculum?

Participants provided the following responses:

Participant A: The support given by ILST did not ensure access to the curriculum.

Participant B: The duties of ILST are to coordinate support programmes.

The results suggest that Institutional Level Support Teams (ILST) do not ensure access to the
curriculum. One of the core functions of Institutional Level Support Teams (ILST) is to put in place
properly coordinated learner and teacher support programmes which support the learning and
teaching process by identifying and addressing learner, teacher and institutional needs.

 Question 10: How are Institutional-Level Support Teams supporting learners and
teachers in learning content to ensure easy assimilation and the use of concrete materials
in learning?

Participants provided the following responses:

Participant A: ILSTs do not support teachers with content assimilation and the use of concrete

materials in learning.

Participant B: Teaching in the mother tongue is a problem.

These observations and revelations suggest that Institutional Level Support Teams (ILST) do not
support teachers in terms of content assimilation and the use of concrete materials in learning. This

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is an indication that teaching in the mother tongue at the Foundation Phase seems to cause problems
when learners enter the Foundation Phase and switch to English. One of the core functions of
Institutional Level Support Teams (ILST) is to collectively develop strategies and programmes to
address the needs of learners. A major focus should be on teacher development and parental
consultation and support. It should also focus on assisting class teachers to develop support
programmes for learners in classrooms (See appendix K).

4.3.9 Responses from staff in District-Based Support Teams

 Question 1: Are you aware of the vision of the North West Department of Education?

Participants provided the following responses:

Participant A: I am aware of the vision of the North West Department of Education.

Participant B: The vision is to portray excellence.

The results reveal that the District-Based Support Teams (DBST) are aware of the vision of the
North West Department of Education (NWDE) which is to portray excellence.

 Question 2: Do you know what operational planning is?

Participants provided the following responses:

Participant A: I know what operational planning is.

Participant B: Operational planning is a systematic process of achieving desired goals.

The results indicate that District-Based Support Teams (DBST) know what operational plan entails.
It is a systematic process of achieving desired goals.

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 Question 3: Are the priorities of the North West Department of Education considered
when planning?

Below are some of the excerpts provided by participants:

Participant A: The priorities are considered when planning.

Participant B: They usually use the objectives derived from the strategic plan.

The results reveal that when District-Based Support Teams (DBST) plan, they know the priorities
of the North West Department of Education (NWDE). They usually use the objectives derived from
the strategic plan.

 Question 4: Are the operational plans monitored to achieve the vision of the North West
Department of Education and the priorities of the Provincial Government?

Participants provided the following responses:

Participant A: The operational plans are monitored.

Participant B: Reports are requested if operational plans are not achieved.

The results reveal that the operational plan is monitored in order to achieve the vision of the North
West Department of Education (NWDE) and the priorities of the Provincial Government. Through
the internal auditing process (if this is achieved or not), one has to account to the auditor general.
Non-compliance leads the Department to request reports concerning failure.

 Question 5: Are the programmes in the operational plans achieved?

Participants provided the following responses:

Participant A: The programmes in the operational plans are achieved.

Participant B: Different directorates manage what appears in the operational plans.

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The results suggest that programmes in the operational plans are achieved when a plan is in place
with actual outputs to be achieved and targets per quarter are followed. In other words, different
directorates manage what appears in the operational plan and sometimes, plans are not completed,
as there is no control over other directorates.

 Question 6: Are your roles clearly defined?

Participants provided the following responses:

Participant A: My roles are clearly defined.

Participant B: On-going support is provided.

The results indicate that the roles of District-Based Support Teams (DBST) are clearly defined to be
the development and on-going support of local Institutional-Level Support Team (ILST) in schools
and other educational institutions. District-based Support Team (DBST) members need to support
the capacity building of teachers, school management and Institutional-Level Support Teams
(ILST) with particular focus on curriculum and institutional development.

 Question 7: Are teachers aware of your programmes?

Participants provided the following responses:

Participant A: Teachers are aware of my programmes.

Participant B: Teachers are aware of my programmes through the involvement of districts under

District Education Specialists (DES).

The results indicate that through the involvement of districts under District Education Specialists
(DES), teachers are aware of the programmes since members of District-Based Support Teams
(DBST) do not deal directly with schools. The primary functions of District-Based Teams (DBST)
is to assist Institutional Level Support Teams (ILST) to identify language barriers to learning and
learning needs at learning sites (schools) and develop appropriate support programmes which

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address these challenges. In addition, District-Based Support Teams (DBST) have to assist
Institutional-Level Support Teams (ILST) to link with formal and informal support systems in
surrounding communities. This link could be with staff in other Departments, such as the local
clinic sister and Non-Governmental Organisations (NGOs).

 Question 8: Do teachers implement planned programmes and initiatives of the

North West Department of Education?

The following responses were obtained from participants: Participant A: Planned programmes and
indicatives of the North West Department of Education are implemented.

Participant B: District Education Specialists are supported by the DBST.

The results indicate that teachers implement planned programmes and initiatives of the North West
Department of Education (NWDE). They implement programmes through District Education
Specialists who in turn, are supported by District-Based Support Teams (DBST).

 Question 9: Do you understand the concept professional capacity in curriculum

development and assessment?

Participants provided the following responses:

Participant A: I understand the concept professional capacity.

Participant B: ILST and the DBST are responsible for support in curriculum development.

The results indicate that District-Based Support Teams (DBST) understand the concept
professional capacity in curriculum development and assessment. District-Based Support Teams
(DBST) and Institutional-Level Support Teams (ILST) are required to provide curriculum,
assessment and instructional support in the form of illustrated learning programmes, learner support
materials and equipment, assessment instruments and professional support for teachers at resource
centres, full-service schools and other educational institutions such as mainstream primary schools.

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 Question 10: Do you have developmental programmes of professional capacity of all
teachers in curriculum development and assessment?

Participants provided the following responses:

Participant A: I have developmental programmes.

Participant B: I have developmental programmes in the curriculum and assessment.

The results suggest that District-Based Support Teams (DBST) have developmental programmes to
increase professional capacity of all teachers in curriculum and assessment. District-Based Support
Teams (DBST) evaluates programmes, diagnose their effectiveness and suggest modification.
Through teaching, learning and management, they build the capacity of mainstream primary school
teachers to recognise and address language barriers to learning to accommodate a range of learning
needs.

 Question 11: Is the development given to you, beneficial to professional growth of

teachers?

Participants provided the following responses:

Participant A: Yes, the development given to me benefits the professional growth of teachers.

Participant B: It benefits them in learning support.

The results indicate that the development given to District-Based Support Teams (DBST) is
beneficial for the professional growth of teachers in learning support, management, coordination
support and curriculum.

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 Question 12: Is the work of teachers monitored and feedback given?

Participants provided the following responses:

Participant A: The work of teachers is monitored.

Participant B: Feedback is given through officials.

The results indicate that the work of teachers is monitored and feedback given through cooperate
officials.

 Question 13: If monitored and feedback given, how often?

Participants provided the following responses:

Participant A: Feedback is given on a monthly basis.

Participant B: Feedback is also given during quarterly support forum meetings.

The results suggest that feedback is given on a monthly basis and during quarterly support forum
meetings.

 Question 14: Is the time allocated for in-service training sufficient for your own
development?

Below are some of the excerpts provided by participants:

Participant A: The time allocated for in-service training is sufficient.

Participant B: The time allocated is sufficient for personal development of officials.

The results indicate that the time allocated for in-service training is sufficient for the personal
development of officials (See appendix L).

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4.3.10 Responses from the computer-aided data analysis information about learners with
special education needs (LSEN) teachers

The researcher deduced from the computer-aided data analysis that the screening instrumentation
where a list of activities used, are written and displayed as evidence. Though mainstream primary
school teachers did their best to support learners with language barriers to learning, it was evident
from the decoded message (computer-aided) that DES does not support mainstream primary school
teachers.

From the computer-aided data analysis, it is obvious that DES does not empower mainstream
primary school teachers on new understanding about their work. Mainstream primary school
teachers are also not empowered through workshops organized by DES in order for them to meet
many learning challenges presented by learners with language barriers to learning in classrooms. It
is also apparent from the tape-recorded messages that English (as medium of instruction at the
Intermediate Phase), is not beneficial for Grade 4 learners, as they are used to being taught in the
mother tongue at the Foundation Phase.

Furthermore, the computer-aided data analysis proved that mainstream primary school teachers lack
support from Special School teachers. Participants suggested that there should be no lesson plans
developed for teaching, but rather, activities should be used so that concentration from learners can
be attained in terms of learner problems. Teachers should use the SIAS strategy for learners to
achieve educational goals. The researcher found that mainstream primary school teachers need to be
supported in their daily teaching in order to support learners with language barriers to learning.

4.3.10.1 Responses from document analysis concerning ILST

The researcher went through the list of mainstream primary schools visited in order to provide on-
going support. ILSTs provided a list of names of learners with barriers to learning in each
mainstream primary school visited in order to provide support.

From the list of the names of learners with language barriers to learning, the researcher also
discovered that on-going support is adequately provided. The researcher also found that learners

137
with language barriers to learning are screened, their learning problems identified and assessed in
order to provide support.

ILSTs made teachers aware of the fact that learners differ according to their abilities. Teachers
should, therefore, teach learners according to their pace. It was evident that learners with language
barriers to learning are supported. The researcher also found that ILSTs are committed to their on-
going support towards learners with language barriers to learning.

4.3.10.2 Responses from reflective notes regarding (DBST)

The researcher took down notes from operational plans where the desired set of goals was outlined.
Notes were also made in connection with priorities of the North West Department of Education
where the objectives of the strategic plan are spelt out. An operational plan is used to achieve the
objectives of the vision of the North West Department of Education (NWDE). The researcher
discovered that DBSTs operate on what is written in their job descriptions as per the operational
plan.

4.4 Summary

It was established in the study that there are factors that impede support for learners with language
barriers to learning in selected mainstream primary schools of the Mafikeng Area Office. These
factors include, among others, support for learners with language barriers to learning, untrained
school teachers, lack of screening, identification, assessment and support. The findings also
revealed that there are inadequate structures to facilitate support for learners with language barriers
to learning in selected mainstream primary schools. The dynamic model for the implementation of
screening, identification, assessment and support (SIAS) strategy is proposed in the study for
adoption in selected mainstream primary schools in the Mafikeng Area Office of the North West
Province.

Figure: 4.2.1 Interview transcript of learners with special education needs (LSEN) teachers

Figure 4.2.1 presents the qualitative responses obtained from participants. The responses are
summarised in table form according to similar responses, logically organised into meaningful

138
thematic conclusions and according to the frequency of occurrences of a given category of
qualitative reasoning (see Figure 3.1, page 85). These unquantifiable assertions and suggestions
were used to construct new meanings within the context of the study.

Category Theme Response Code

Category 1 Support for learners with Eh… generally the SIAS strategy aimed
language barriers to learning National Strategy on at responding to the
Screening, needs of all learners.
Identification,
Assessment and
Support (SIAS) aimed
at responding to the
needs of all learners.
Eh.., it was mainly
trying to address
educational needs of
vulnerable learners and
those who are likely to
be excluded in that it
seeks to support all
learners.
Category 2 Which structures are needed to Hmm… I think These support
support learners with language District-Based Support structures
barriers to leaning in mainstream Teams, Institutional- collaborate in
primary schools? Level Support Teams, addressing language
Special schools and barriers to learning.
Full service schools

Category 3 How are learners with language Eh… learners with Learners with
barriers to learning screened, barriers to learning are language learning

139
 identified, assessed and not supported in 4 main problems should be
supported? learning aspects of screened, identified,
their core learning assessed and
areas such as reading, supported. This is a
spelling, writing and strategy for showing
mathematical access and inclusivity
calculation, this is in educational
attributed to the fact provision in order to
that learners’ learning alleviate learning
problems are not problems.
screened, identified,
assessed and supported
when entering school,
hence lack of support
for learners with
language barriers to
learning.
Category 4 Which model would improve Hi… the dynamic A dynamic model for
support for learners with language model for the the implementation
barriers to learning? implementation of of SIAS strategy
“SIAS” strategy aimed associated with
at alleviating problems systems that promote
of lack of support for access, inclusivity,
learners with language materials and
barriers to learning as creation of learning
well as to investigate opportunities.
the problems of lack of
access and inclusivity.
Eh…, it was mainly
trying to address
problems of lack of

140
 support and access due
to its inter-sectoral
collaboration in
teaching and learning
which is more holistic
and coherent in
approach.

Figure: 4.2.1 Interview transcript of learners with special education needs (LSEN) teachers

141
 CHAPTER FIVE

DESCRIPTION OF THE PROPOSED MODEL FOR SIAS STRATEGY IN THE

NORTHWEST DEPARTMENT OF EDUCATION

5.1 INTRODUCTION

The present chapter focuses on the proposed model for SIAS strategy for learners with language
barriers to learning in the North-West Province. More attention is focused on the explanation of the
proposed model, essential characteristics and benefits of the model as well as its assumptions, not
excluding its adequacy in addressing the needs of learners and how it should be implemented in
practice.

5.2 CURRENT POSITION IN THE NORTHWEST DEPARTMENT OF EDUCATION

5.2.1 Shortcomings of the current practice

The findings in chapter four identified gaps and challenges of implementing the SIAS strategy in
mainstream primary schools. Some of the challenges include lack of Full-Service schools, which
are not functional to provide with physical infrastructure, material resources, human resources and
professional development of teachers to enhance the teaching and learning of learners with
language barriers to learning.

It was found that special school teachers have specialised skills and know how to develop teaching
materials but do not assist mainstream primary school teachers in this regard. They are there also
not organising workshops for primary school teachers. Therefore, mainstream primary school
teachers lack essential skills to support learners with language barriers to learning. The duty of
special school teachers is to run workshops and provide support in the classroom. Mainstream
primary school teachers lack specialised skills and knowledge which are seen as highly advanced
and intensive experiences.

The Departments of Health and Social Services do not provide sufficient networking support. There
is no indication that there are mechanisms in place to ensure access to the curriculum which are not

142
educational. There is no supply of occupational therapists, physiotherapists, speech therapists and
activated computers to assist in teaching learners with barriers to learning. Also, there is no
assistance of social workers who would look more closely into the internal barriers to learning. Due
to the shortcomings identified in the current practice, it is recommended that the suggested model
for SIAS strategy be implemented in the NorthWest Department of Education (NWDE).

5.2.2 The suitability of the suggested model to eliminate the shortcomings

The suggested model proposed here is intended to alleviate problems of lack support for learners
with language barriers to learning as well as to investigate the problem of lack to access. The
suggested model is in line with Clause 29 (1) of the Constitution of the Republic of South Africa,
Act 108 0f 1996, which states that everyone has a right to basic education and which the state must
take measures that it is available and accessible. Since it promotes access and inclusivity, it is in
line with the National Education Policy, Act 27 of 1996, which clearly outlines the significance of
inclusivity in school education and in school curricula. The name of the suggested model is “A
dynamic model for the implementation of SIAS strategy” because it is associated with systems that
promote access, materials and creation of learning opportunities.

5.2.3 Diagnostic procedures of the suggested SIAS model to improve the current practice

It was only in February 2011 that 6 mainstream primary schools which are not yet functional were
selected and converted into Full-Service schools in the Mafikeng Area Office. It is hoped that when
these Full-Service schools become fully fledged, they will be equipped with relevant resources to
address a full range of language barriers to learning. Teachers will be trained to handle learners with
different needs. These Full-Service schools will be provided with funds for assistive devices and for
infrastructure to make them accessible to all learners with different disabilities. The Full-Service
schools will have fully fledged therapists, libraries, therapeutic rooms, computer laboratories,
paraplegic toilets and many other resources. In view of the proceeding discussion, there is a need
for implementing a viable model that would assist to address the highlighted problems. To resolve
this impasse, the researcher proposed a model for SIAS strategy which is discussed in paragraph 5.3
below.

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5.3 EXPLANATION OF THE PROPOSED MODEL

Learners with language  Specialist skill and

barriers to learning knowledge
 Wealth
 Intellectual life-
skills training
 Curriculum
Special teachers
 Assessment
Remedial  Instruction
 Specialised
teacher
programmes
 Training
workshops
Special School

Making (SIAS) strategy work

 North West
Support for
Province
(SIAS)  Department of  Normalisation
strategy Education  Inclusion
 District – Based  Integration
Support Teams  Mainstreaming
Department of
Health
Department of
Social Services
Full-Service Schools  Physical
structures
 Materials
 Human resources
 Professional
Mainstream development
teachers of staff

Non-Mentally
Challenged
 Anxieties
Learners
 difficulties

Figure 5.1: A model proposed for SIAS strategy in the NWDE. Source: Mampe (2012) model based on
Education White Paper 6 (2001)

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5.3.1 Definition of the concept model

Van de Walle, Karp and Bay-William (2010: 27) define a model as “any object, picture, or drawing
that represents the concept which the relationship for that concept can be imposed.” It is anything
developed in order to clarify or simplify a concept. Therefore, a model is a testing ground for
emerging ideas and guides action. In other words, a model is a schematic drawing representing
reality or a diagrammatic representation of a concept. In this study, figure 5.1 on page 143 is a
diagrammatic representation of the SIAS strategy in the North West Department of Education.

According to Anakoka (2008: 152), the following requirements depict what qualities a suitable
model should have: a suitable model should have order and relate systems to each other so as to
organise things. A suitable model should help in explaining key points for guidance to other parties
such as researchers and students. A suitable model should help in predicting outcomes of training
events and a suitable model should explain phenomena.

5.3.2 Assumptions of the suggested model

The researcher’s final analysis reveals that the main model for SIAS strategy is derived from the
holistic approach and is based on the following assumptions: the greater the degree of collaboration
in the model, the more efficient the model and the greater the degree of collaboration, the more
efficient the operation system. Its assumptions are highlighted in paragraph 5.3.3 below.

5.3.3 Features and characteristics of the suggested model

In collaborating special schools which comprised special and support teachers with mainstream
schools, the purpose is to diversify and share specialist skills and knowledge which are seen as
highly advanced and intensive expertise with mainstream colleagues. The suggested model,
according to Bornman and Ross (2010: 7) is suitable because it encourages the use of collaborative
teams such as mainstream primary school teachers, therapists, psychologists and curriculum
specialists to create inclusive schools that are suitable to include learners with language barriers to
learning in their daily teaching. Keeping in mind that they possess a wealth of knowledge, learners
with language barriers to learning will be supported. These teachers can also modify the curriculum
to befit learners with language barriers to learning and also come up with different strategies in

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assessment and instruction for learners with language barriers to learning. With specialised
programmes, they will intensively organise training workshops for mainstream primary school
teachers. In that way, learners with language barriers to learning will achieve. In this approach, the
SIAS strategy which serves as a tool for early intervention is enshrined to help teachers to assess
language barriers to learning at early stage (The National Strategy on Screening, Identification,
Assessment and Support, 2008: 91). In view of these characteristics, it is recommended that:

In collaborating Full-Service schools with mainstream schools, Full-Service schools act as models
in developing flexibility in teaching practices and training teachers in mainstream schools. In that
way, capacity building will be enhanced in teaching learners with language barriers to learning.
Full-Service schools will be provided with necessary physical, material and human resources and
even professional development of mainstream school teachers. This implies that the diversity of
learners with language barriers to learning will be accommodated by all teachers in mainstream
classes with regard to assessment and support. Therefore, in collaborating Full-Service schools with
mainstream colleagues, Full-Service schools will be required that all curriculum development,
assessment and instructional development programmes make a special effort to address the learning
and teaching requirements of the diverse range of learning needs which address barriers to learning.

In collaborating with the Departments of Health and Social Services mutual support and
partnerships will be established as many mainstream school teachers experience anxieties and
difficulties in teaching learners with language barriers to learning and concerns in embedding
inclusive values in their day to day practices. In this way, the Departments of Health and Social
Services will provide support beyond the classroom to address barriers to learning. As a result,
language barriers to learning will be minimised (Jacobs, Vakalisa & Gawe, 2011: 344).

The purpose will be to normalise which means physical and social integration of learners with
language barriers to learning into mainstream community. In this context, to include would mean
gain access or to integrate by transforming the human values of integration into immediate rights of
the excluded learners. Mainstreaming refers to inclusion and integration of excluded learners with
language barriers to learning with the non-mentally challenged learners, thus, in the suggested
model, the SIAS strategy works properly. Kruger and Adams (1998: 234) maintain that

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normalisation, inclusion, integration and mainstreaming are often used interchangeably, but in fact
they represent quite distinct concepts.

5.3.4 Adequacy of the suggested model

The purpose of the suggested model is to address the needs of excluded learners with language
barriers to learning. Its effectiveness is that it is more comprehensive, multi-dimensional and multi-
faceted as it provides mainstream schools with support that enables effective teaching and learning
to take place. It includes enables learners to learn and it minimises barriers to learning as suggested
by Jacobs et al. (2011: 344). Moreover, advocates of inclusion argue that learners with language
barriers to learning improve their academic performance, scholastic enhancement and social
interaction in an inclusive environment (Voyce, 1994: 15). On the other hand, Lazarus et al. (1999:
47) explain the principle of social integration in the school as implying the facilitation of
opportunities for learners and other members of the learning community to learn and work in a
cooperative environment to address the prejudices where necessary and view difference as a rich
resource to benefit all and to nurture respect for learners and others.

Social integration aims at building a cohesive society. It means equipping potentially excluded
groups of learners with a capacity to become active citizens and crucially with skills they will need
to survive in an increasing competitive and skill-hungry job market. The South African Government
seeks to create a highly skilled workforce capable of maintaining a high technology economy.
Skills and capital are the new forms of wealth and security in which people can share.

Therefore, within the context of the suggested model, social integration focuses is on educational
outcomes, particularly on the re-engagement of excluded groups with learning whether or not that
engagement takes place in the context of the common classroom, school and curriculum.

Cooperative environment would mean adequate opportunities for social interaction, appropriate
stimulation and good nutrition. Learners who are exposed to enriched environment, experiences and
consistencies out-perform their impoverished counterparts on tasks of learning and memory. The
provision of opportunities to enhance learning by repetition and concrete applications may result in
improved classroom performance (Lazarus et al., 1999: 47). Figure 5.1 on page 143 below

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illustrates how the various components are integrated in the suggested dynamic model for the
implementation of SIAS strategy.

5.4 HOW INTER-SECTORAL COLLABORATION FUNCTIONS IN PRACTICE

Inter-sectoral collaboration is when the Department of Education develops a holistic, collaborative

and coherent approach to working with different departments and sectors as a team to benefit
schools and learners. Working in this way becomesfulfilling and effective in the reduction of
barriers to learning. In the following section, the different identifiable sectors in the proposed model
for the implementation of SIAS strategy are discussed.

5.4.1 Mainstream primary schools

A number of features regarding the development of the inclusive classroom using co-operative
teaching, which brings about different approaches in teaching in the school, will be mentioned in
this discussion. These include learning support, co-operative learning which is effective in
cognitive aspects where learners benefit from learning together and effective teaching where the
emphasis is on the curriculum. These issues have been discussed in 14 European countries
including Sweden, Switzerland, Spain, United Kingdom, Australia and Netherlands. The goals were
to provide key people with knowledge about possible strategies for handling differences in the
classroom and the school, and to inform them about the conditions necessary for the successful
implementation of the strategies for “Inclusive Education and Classroom Practice” (Meijer, 2005:8-
11).

5.4.2 Special schools

One of the factors that are effective in classroom practice when teaching learners with language
barriers to learning is co-operative teaching. Mainstream primary school teachers need support
from teachers in special schools so that they are able to co-operate with a range of colleagues within
the school as well as professionals, namely District Education Specialists from outside the school to
bring about the heterogeneous grouping and more differentiated approach to education (Meijer,
2005:6). This might bring about effective teaching that is based on assessment, evaluation and high
expectations. All learners, including learners with language barriers to learning, demonstrate an

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improvement in their learning with systematic monitoring, assessment planning and evaluation in
their work. The curriculum can be geared for individual needs and additional support can be
introduced adequately through the Individual Education Plan (IEP). This IEP should fit within the
normal curriculum (Meijer, 2005: 6).

5.4.3 Full-Service schools

Full-Service schools are equipped to address a full range of barriers to learning. They cater for
learners who require moderate or high levels of support and learners with ordinary support needs.
Capacity building of teachers is a priority in mainstream schools so that they can confidently
address all barriers that learners encounter. A Full-Service school offers a safe and supportive
environment where teachers are motivated and supported in their work and where all learners are
learning and feel a sense of belonging. Caregivers and parents will be involved in the lives of their
children and of the school community. Full-Service schools will have powerful, working School
Governing Bodies (SGB) (Institutional Level Support Team Manual, 2009: 8).

5.4.4 Department of Health

Inter-sectoral collaboration is when different departments, namely, Departments of Health and

Social Services work together with the Department of Education as a team in a holistic way to
benefit learners with language barriers to learning. This joint effort is necessary as learners with
language barriers to learning experience external factors that do not always fit neatly in the way the
Department of Education’s jurisdiction has been organised at district level.

The importance of an integrated model of service delivery for learners with language barriers to
learning has indicated positive benefits. For example, in Spain learners displaying fine motor
difficulties as well as their ability to fully participate in common classroom activities, such as
cutting pictures from newspapers for development of phonics and even colouring may be hindered.
Occupational therapists from the Department of Health are often called to assess the severity of the
difficulties and implement strategies outside of school, but actual implementation be left up to
classroom teachers to implement strategies in the school. Therefore, collaborating with
Occupational therapists help classroom teachers use intervention strategies and increase teachers’

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awareness about learners needs within the school settings and enhance the teacher’s independence
in the implementation of occupational therapy strategies (Meijer, 2005: 9).

5.4.5 Department of Social Services

Recognising the need for collaboration acknowledges that all problems facing learners and
developmental challenges impact severely on learners. These are complex in nature and require
different perspectives to come to a solution.

Various social interventions are needed to address particular problems such as socio-economic
deprivation and poverty. Poverty circulate around all schools, therefore, a programme like the
National Schools Nutrition Programme (NSNP) need to be implemented in all schools and not only
in schools within quintile 3 as more schools in the North-West Province are situated in rural areas.
NSNP alleviates starvation problems at school level and promote better attendance of learners at
school because learners are fed with nutritious food at school as compared to food provided at
home, therefore, it addresses the problem of absenteeism at school.

Schools collaborating with the Department of Social Services will bring about better understanding
of learners, particularly those with language barriers to learning. Involvement of social workers is to
network with learners. Social workers, who are sometimes referred to as counsellors, are there to
attempt to reduce potential risks in learners’ life. Social workers operate as links among the schools,
learners, their families and the community’s social services. They interact with learners at home and
the school. They also reduce the number of school dropouts and they develop strategies to prevent
school violence.

5.5 SUMMARY

In view of the foregoing discussion, the suggested model has the potential value to set out the
procedures of establishing the comprehensive, multi-dimensional and multi-faceted SIAS strategy,
and the roles and functions of inter-sectoral collaboration. If properly used, the model can assist to
build a strong SIAS strategy for the North West Department of Education that will help to reduce
barriers to learning and exclusion of learners who has been excluded before.

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The suggested model for the implementation of SIAS strategy is an important structure in
mainstream schools. If properly used, it will have a major impact on building inclusive learning
institutions. Its adequacy will add to the efficiency of the inclusive education system as a whole. As
a result, mainstream schools will experience the reduction of barriers to learning and will be truly
building an inclusive education system. Therefore, investing time, money and energy in building a
strong SIAS strategy is worthwhile effort.

The next chapter focuses attention on the summary, discussion of findings, recommendations and
conclusion.

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 CHAPTER SIX

SUMMARY, DISCUSSION OF FINDINGS, RECOMMENDATIONS AND CONCLUSION

6.1 INTRODUCTION

This chapter gives the summary of the whole study and the implications of the findings from
literature survey and the empirical research are further analysed and discussed. This is followed by
recommendations and conclusion.

6.2 SUMMARY

Chapter One provided a general overview of the study. This chapter also provided a general outline
of the method followed in this study. The literature review in Chapter Two featured relevant
literature onsupport for learners with language barriers to learning by mainstream primary school
teachers. It examined existing policies on support for learners with language barriers to learning.
Out of the literature reviewed, the conceptual framework that guided this study was interrogated.
The implementation of research design and methodology was discussed in Chapter Three. The
population, sample, interviews, document analysis and observation were covered in Chapter Three.
These research steps were taken in order to obtain relevant information. In Chapter Four,
presentation and recording of data from the study was dealt with. Chapter Five presented the
description of the proposed model for the SIAS strategy to be implemented in the NorthWest
Department of Education (NWDE). Finally, Chapter Six contains the summary, discussion of
findings, recommendations and conclusion.

6.3 RESEARCH FINDINGS

6.3.1 Empirical findings

Findings based on aim of the study: Support for learners with language barriers to learning
by mainstream primary school teachers

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Reading

The empirical study revealed that mainstream primary school teachers in four (4) main learning
aspects of their core learning areas do not support learners with language barriers to learning. The
areas are reading, spelling, writing and mathematical calculations. Participants in this study
revealed that this is because of the increase in the number of learning areas to 8 in the Intermediate
Phase (including Grade 4 learners) as compared with 3 in the Foundation Phase. In addition, the
medium of instruction in Intermediate Phase is English in contrast to the mother tongue in the
Foundation Phase. This might have influenced mainstream primary school teachersin not being able
to support learners with language barriers to learning. This answers the main research question of
the study in Chapter One. The reason behind this negative report is that learners with language
barriers to learning are not supported appropriately. Mainstream primary school teachers were
identified as the source of the problembecause they do not receive enough support in terms of
further education and training.

One other factor, which participants mentioned, was that there is no training or workshops run by
District Education Specialists (DES) for mainstream primary school teachers.

Finally the participants drew attention to the critical issue that mainstream primary school teachers
are not trained to teach learners with language barriers to learning.

Findings based on objective bullet one: Determine the support needed by learners with
language barriers to learning

The findings revealed that one critical issue affecting learners with language barriers to learning
was that of being excluded. The mainstream primary school teachers were of the opinion that they
have not been trained to teach learners with language barriers to learning.

It was revealed that there are no professional development programmes for teachers who teach
learners with language barriers to learning. Professional development programmes bring about
overall curriculum transformation. The Institutional Level Support Teams (ILST) tried to support
learners with language barriers to learning. They identified and provided a list of learners with

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language barriers to learning in each mainstream primary school they have visited as part of their
on-going support.

On the contrary, mainstream primary school teachers do not support learners with language barriers
to learning. Responses from participants in most mainstream primary schools revealed that
mainstream primary school teachers excluded learners with language barriers to learning. The study
revealed that more effort in terms of support structures, for example, District-Based Support Teams,
Special Schools and Full-Service schools have not been appointed to ensure that learners with
language barriers to learning are well supported, especially in the mainstream primary schools
where learners with language barriers to learning are not supported.

Findings based on objective bullet two: Determine structures needed to support learners with
language barriers to learning

It was established in the study that there are factors that impede support for learners with language
barriers to learning in the selected mainstream primary schools of the Mafikeng Area Office. These
factors include among others, support for learners with language barriers to learning and lack of
screening, identification, assessment and support. Furthermore, the findings revealed that there are
inadequate structures to facilitate support for learners with language barriers to learning.

Findings based on objective bullet three: Determine screening, identification, assessment and
support for learners with language barriers to learning

The findings revealed that learners with language barriers to learning are unable to read, spell, write
and do mathematical calculations. The findings revealed that learners were unable to choose the
correct spelling from the given words where emphasis was on sound relations, especially vowels
with inconsistent letters. As a result, learners revealed inadequate spelling techniques.

Learners tend to write unknown words they seldom use in written work phonetically and ignore
spelling rules. As a result, learners end up using the wrong words and tend to repeat high-frequency
words in written language.If learners with language barriers to learning do not know how to read,
spell, write and do mathematical calculations, the extrapolated implication is that their needs were
not supported by the system.

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Furthermore, the findings revealed that mainstream primary school teachers support learners with
language barriers to learning. This seems to be a contradiction when looking at observation
checklists developed on reading, spelling, writing and mathematical calculations for learners with
language barriers to learning. Furthermore, the findings revealed that mainstream primary school
teachers provided learners with language barriers to learning with more activities for them to
achieve. This was also a contradiction as the observation checklists on reading, spelling, writing
and mathematical calculations developed for learners with language barriers to learning have not
shown any sense of achievement in the activities provided in the observation checklists.

Furthermore, the findings revealed that mainstream primary school teachers responsible for learners
with language barriers to learning used different intervention strategies, methods and techniques.
This was also a contradiction as observation checklists on reading, spelling, writing and
mathematical calculations developed for learners with language barriers to learning clearly
indicated that there are no intervention strategies provided in order to support the learning of
learners with language barriers to learning. Possible reasons for this contradiction could be that
learners with language barriers to learning problems were not screened, identified, assessed and
even lacked support.

Findings based on objective bullet four: Formulating a model that can be used to support
learners with language barriers to learning

The findings revealed that mainstream primary school teachers cannot offer effective teaching
support for learners with language barriers to learning due to lack of sufficient tools, equipment and
resources. This brings about establishment of remedial units in mainstream primary schools and
learning support materials designed to support learners with language barriers to learning.

The findings revealed that there should be no special lesson plans developed for learners with
language barriers to learning because learner participation is emphasised in Curriculum and
Assessment Policy Statement (CAPS). Participants emphasised the use of activities so that the
learners’ problems are thoroughly scrutinised in order to see whether the learner is achieving.
Furthermore, participants in this study suggested establishment of remedial units in primary schools
so that learners with language barriers to learning can be supported.

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6.3.2 Findings from literature review

Findings based on aim of the study: Support for learners with language barriers to learning

The literature review revealed that learners with language barriers to learning are not supported by
mainstream primary school teachers in four (4) main learning aspects of their core learning areas,
which are reading, spelling, writing and mathematical calculations.

Furthermore, findings from literature review, for example (Winkler et al., 2004: 83), indicated that
mainstream primary school teachers should help learners who are unable to read, spell, write and do
mathematical calculations. They need to offer adequate support for reading memory, understanding
reading, helping learners who hate reading, assisting learners who have trouble with sound symbol-
association. They ought also to assist learners who cannot remember sight-words, aid learners who
have perception problems, assist learners who suffer from muscular tone and aid learners who have
spelling and writing problems. In addition, they ought to be of assistance to those learners who
avoid writing, assist learners who have problems with writing conventions, help learners who
cannot construct their written work well, aid learners who have problems with mathematical
calculations, concepts and comprehension and problem-solving abilities. This might have
influenced mainstream primary school teachers not to support learners with language barriers to
learning.

Mainstream primary school teachers were supposed to be supported by Special School teachers.
Special School teachers have specialised skills and knowledge, which are highly advanced to
enhance the teaching of mainstream primary school teachers. Full-Service schools, which address a
range of barriers to learning,were not functional in the North West Education Department. The
other factor is that the District Education Specialists (DES) do not offer neither support nor mentor
or monitor their activities at school level in order for mainstream primary school teachers to teach
learners with barriers to learning effectively.

Therefore, findings from empirical studies are supported by findings from the literature review
regarding how mainstream primary school teachers in the Mafikeng Area Office of the North West
Department of Education (South Africa) are not supporting learners with language barriers to
learning.

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Spelling

The findings revealed that mainstream primary school teachers are unable to identify learners with
barriers to learning who have a challenge in aspects of spelling. They do not offer adequate support
on spelling. Therefore, learners cannot identify sounds of the language, nor spell new words
because they are unsure of unknown words. This results in learners failing to become confident
writers.

Writing

The findings revealed that mainstream primary school teachers are unable to identify learners with
language barriers to learning who are unable to write. They do not offer adequate support to such
learners with language barriers to learning who avoid writing. Also, are unable to support learners
with language barriers to learning who have problems with writing conversions and failed to
provide structure on how to write well.

Mathematical calculations

The findings revealed that mainstream primary school teachers are unable to identify learners with
language barriers to learning who have a challenge in the aspects of mathematical calculations.
They do not offer adequate support on the use of mathematical calculations. Learners with language
barriers to learning have problems in understanding the language used in mathematical calculations.
They were unable to know how numbers work in mathematics. They forgot time tables and found it
difficult to work with word and number problems. They also failed solving mathematical problems.
They are unable to use mathematical concepts, such as, greater than, less than and take away from.

Findings based on objective bullet two: Determinesupport needed by learners with language
barriers to learning

The literature review revealed that mainstream classes are far more demanding and challenging and
they require committed teachers who have the necessary skills and expert knowledge to provide
appropriate teaching and learning experiences for all learners. Teachers with no training or

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experience in special education and support education (previously called remedial education) find it
difficult to cater for learners with language barriers to learning.

Furthermore, many teachers do not have adequate capacity to address the diverse needs of learners.
In South Africa, teachers were trained differently in the past. Most black teachers had no exposure
to any of the areas of special education. They were virtually excluded from special education,
unless they went to teach at a private institution.They had no cause or opportunity to seek further
training.

Many South African teachers have participated in different programmes with regard to the
implementation of inclusive education such as Sisonke and Screening, Identification, Assessment
and Support (SIAS). However, SIAS’S project’s materials are not always accessible to teachers, as
some school administrations do not see the need for furnishing teachers with these materials. The
focus of these knowledge and skills training programmes is often on how teachers should improve
their skills and knowledge about inclusion and apply these within the classroom context.

Findings based on objective bullet three: Determine screening, identification, assessment and
support for learners with language barriers to learning

The literature revealed that learners with language barriers to learning have to be screened, that is
getting basic information that informs teachers of an overall picture of the learner. What are his or
her strengths, weaknesses and interests? This would facilitate a better understanding of a learner
with language barriers to learning. Their learning problems need to be identified so that additional
support should be provided. Assessment plays a vital role in gathering and interpreting information
on learners’ achievement and progress and set the direction for on-going teaching and learning.
Support refers to different strategies used to assist schools and other educational institutions to
enable effective teaching and learning to take place.

Findings based on objective bullet four: Formulate a model that can be used to support
learners with language barriers to learning

The literature review revealed that mainstream classes are far more demanding and they require
committed teachers who have the necessary skills and expert knowledge to provide appropriate

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teaching and learning experiences for all learners. Teachers with no training or experience in special
education and support education (previously known as remedial education) find it difficult to cater
for learners with language barriers to learning. In order to provide effective support for all learners,
teachers need to develop a different set of skills and knowledge than those traditionally required by
the position.

Therefore, training of all teachers, managers, and NorthWest Provincial Education Department and
District Officials in the use of the strategy is of importance. Extended consultation with other
Governmental departments, especially the Departments of Health and Social Development to align
services and procedures at all levels is also emphasised.

In order to providesupport for learners with language barriers to learning, teachers need support
from District-Based Support Teams, Institutional-Level Support Teams, Full-Service schools and
Special Schools as resource centres.

The literature findings revealed that the primary function of the Institutional-Level Support Team
(ILST) would be to put in place to properly co-ordinate learner and teacher support
programmes.This will reduce barriers to learning in schools. Where appropriate, institutions should
strengthen these teams with expertise from the local community, district support teams and higher
education institutions. District Support Teams will provide the full range of education support
services, such as professional development in curriculum and assessment to these Institutional-level
Support Teams.

Furthermore, Institutional-level Support Teams play a central role in identifying at-risk learners and
addressing language barriers to learning. In mainstream primary schools, it is crucial that language
barriers to learning need to be identified as early as possible in the child’s life so that teachers and
Institutional Support Teams can develop support programmes. Assessment, identification and
intervention are very important in the early phases of life. During the pre-school years, a variety of
screening and testing programmes should reveal early organic impairments that are barriers to
learning.

Team members need to work closely with class teachers, especially in the first 6 months of each
year so that detailed assessments can take place where necessary. The class teacher observes

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learners, identify strengths and barriers. Observations in reading, spelling, writing and mathematical
calculations need to be regular and on-going. Through these observations, a learner profile
develops. Knowledge, skills attitudes, values and the socio-economic environment of the learner
will be recorded in the portfolio. Information can be obtained from parents, caregivers, various
departments, other teachers and school records.

Inter-sectoral collaboration occurs when different departments and sectors work together as a team
in a holistic way to benefit schools and learners. This collaboration of Departments of Health and
Social Services, Full-Service schools, Special schools and mainstream schools is necessary as
barriers to learning learners experience do not fit neatly into the way departments have been
organised at districts, regions and local level. For example, learners who are not attending school
may be doing so because they have nothing to eat or their caregiver is sick or dying. These are not
strictly education issues and teachers need to work with Departments of Health and Social Services.
Recognising the need for inter-sectoral collaboration acknowledges the fact that all learning
problems and developmental challenges are complex in nature and require different perspective to
come to a solution.

6.4 DISCUSSIONS AND RECOMMENDATIONS

It seemed that teachers, particularly staff from special schools, lack the knowledge of policy
compliance. It should be clearly indicated to teachers that it is law that teachers need to comply
with policy. Teachers need to be taken through the curriculum policy in order to implement the
Curriculum Assessment Policy Statement (CAPS) curriculum. The District Education Specialists
(DES) need to guide mainstream school teachers on how to comply with policies. Both levels
should be checked to ensure that all procedures and processes in policies are followed. This would
improve project coherence and alignment.

The role of the District Education Specialist should be clearly defined to teachers. The study
revealed that the majority of teachers are concerned that District Educational Specialist (DES) do
not visit their mainstream schools. Many teachers view District Education Specialists as specialists
who are meant to work only in offices and whose sole concern is to request for written reports from

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mainstream schools, be submitted to them. Teachers should appreciate that the role of the DES is to
monitor and support the work of teachers in the implementation of policies.

The study also found that the majority of teachers complain about lack of workshops to empower
them. They stated that they do not receive such empowerment in their teaching. It is important that
the issue of workshops be taken into account. It is the role of the DES to manage workshops
effectively in order for teachers to participate in them. The majority of teachers recommend that
specific days for workshops regarding curriculum development should be established instead of
once-off events.

It is important that during support and monitoring, the DES should encourage teachers to participate
fully. Those who still criticise the work of teachers need to adapt to the approach of the new era
which is development. They should praise rather than criticise the work of teachers. Feedback
should be positive rather than negative. Negative feedback will discourage teachers who are
otherwise willing to learn. It is important that the District Education Specialists (DES) be given
powers to summon those responsible for not implementing policies. If DES posts could be graded
to the same level as principals of schools, DES would be able to discipline teachers who disregard
their duty of accountability.

The study recommends that learners would benefit if all District Educational Specialists and staff
from special schools could meet to discuss their specific challenging activities before utilising
mainstream primary schools. Such a discussion forum could enable teachers to have a common
understanding of policies rather than receiving confusing messages from the perspectives of
different specialists. The District Education Specialists should agree on particular activities so that
they speak with one voice. It is also important for both office and school-based teachers to commit
themselves to change. They need to consider each other as colleagues in education and must know
that they need to work together as professionals. One level of teachers should not look down upon
the other as this will result in resistance by teachers unions.

The study recommends that in order for learners with language barriers to learning to be effectively
supported by mainstream primary school teachers, there is a dire need for teachers to properly
screen, identify, assess and support all learners. Getting to know learners adequately, identifying

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their individual needs and gathering and interpreting information about all learners, provide and
equip teachers with different strategies to assist schools and improve the competencies of support in
spelling, reading, writing and mathematical calculations. This would promote effective teaching and
learning in mainstream primary schools.

6.5 SHORTCOMINGS OF THE STUDY

The study focused onlyon Mafikeng Area Office in the Ngaka Modiri Molema District of the North
West Province. It left Dr Kenneth Kaunda, Dr Ruth Mompati and Bojanala districts of the North
West Province. The shortcoming of this study is attributed to limited financial resources. In
addition, limited time for the research and wider in-depth coverage nationwide posed a problem.

6.6 RECOMMENDATIONS FOR FURTHER RESEARCH

The researcher recommends that there is a need for effective management and governance of
schools, and therefore it is important that the role of institutional development and support officers
should also be looked at. This would facilitate the implementation of school policies as there will be
systems in place.

In mainstream primary schools, there is a need to develop a portfolio for each learner from the day
they enter Grade R. The profile must be structured in such a way that it ensures that teachers and
schools understand the support needs of all learners so thatthe delivery of the Curriculum and
Assessment Policy Statement (CAPS) curriculum is enhanced. In this way, learners’ participation
gets maximised in the classroom situation. Screening, identification, assessment and support would
help practitioners find ways to develop learners for maximum participation in classrooms, hence its
primary focus is to facilitate school access for learners, especially those learners who are not
supported or totally excluded and for it to become reality, appropriate support must be available.

With increasing diversity among children in today’s classrooms, teacher preparation programmes
should expose teachers to skills required for responding completely to the challenges of inclusive
classrooms. Furthermore, a major part of responding to the diversity found inside the classroom is
through effective and efficient teacher preparation. Regular and special education teachers often

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feel that they are inadequately prepared to address the needs of learners with varying categories of
needs. A change in the national teacher preparation programme is needed to prepare these teachers.

The Provincial Department of Education in the NorthWest Province should provide quality support
of professional staff as part of the District-Based Support services. The professional staff should be
part of the teams that manage the strategy on screening, identification, assessment and support for
learners with language barriers to learning. They should support schools in the implementation of
the strategy that enables all learners to learn effectively and provide a network of support to
mainstream primary schools in collaboration with other community-based support structures to
enhance the teaching and learning for learners with language barriers to learning.

Such professional staff should provide curriculum support, including assessment, in respect of
specialised teaching methodologies and use of specialised equipment to teachers in mainstream
primary schools, which meet the needs of learners with language barriers to learning. The
professional staff needs to provide therapeutic support to learners with language barriers to learning
in mainstream primary schools. The professional staff needs to work collaboratively with other
sectors including departments of Health and Social Development Welfare, Labour, Justice,
Correctional Services, Transport, and Safety and Security to develop a network of support for
mainstream primary schools.

Full Service schools which are not functional in the North West Department of Education are also
recommended to address a full range of barriers to learning. Collaboration of mainstream schools
and special schools is important to promote the implementation of Screening, Identification,
Assessment and Support (SIAS) strategy in mainstream primary schools. There is a need to equip
the skills, knowledge, attitudes and values of mainstream primary school teachers. Therefore,
special school teachers can diversify and share specialist skills and knowledge among mainstream
colleagues. .

6.7 CONCLUSION

The purpose of this research was to explore how mainstream primary schools teachers in Mafikeng
Area Office support learners with language barriers to learning. The role and limitation of District
Educational Specialists (DES) and staff from special schools in supporting mainstreams primary

163
school teachers in the implementation of policies (Education White paper 6, 2001) and (DoE, 2008)
was a concern. It was evident from the research that there were a number of challenges around
mentoring, monitoring and support especially in the domain of reading, writing, spelling and
mathematical calculations regarding how learners with language barriers to learning are supported.
However, the success of schools depends on dedication and collaboration among stakeholders.
Furthermore, all stakeholders should be prepared to create opportunities for all, which would make
all learners educationally successful and responsible citizens of the country.

164
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174
LIST OF FIGURES PAGES

Figure 2.1: Handwriting chart 25

Figure 2.2: A flow chart of the role of special schools teachers in supporting learners

language barriers to learning 44

Figure 2.3: Full-Service schools in supporting learners with language barriers to learning 46

Figure 3.1 Flow chart of steps when analysing qualitative data 79

Figure 3.2 Data categories 81

Figure 4.2.1 Interview transcript of learners with special education needs (LSEN)

teachers 140

Figure 5.1: A model proposed for SIAS strategy in the North West Department of

Education (NWDE) 143

175
APPENDIX A

176
APPENDIX B

177
APPENDIX C

178
 APPENDIX D

INTERVIEW QUESTIONS FOR (LSEN) TEACHERS IN MAINSTREAM PRIMARY

SCHOOLS IN MAFIKENG AREA OFFICE

Support for learners with language barriers to learning by mainstream primary school teachers in
the North-West Province

In this study, barriers to learning refers to those factors which lead to the inability of the system to
accommodate diversity, which lead to learning breakdown or which prevent learners from accessing
educational provision.

1. What do you understand by the concept language barriers to learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

2. Do you screen learners with language barriers to learning at your school?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

3. If they are screened and their learning problems are identified, how are they assessed?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

4. Do you receive necessary support from District Education specialists?

179
 …………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

5. Is English as medium of instruction in Grade 4 benefiting learners with language barriers to

learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

6. Which is the most outstanding factor that hampers the teaching of learners with language barriers to
learning in your class?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

7. How do you support learners with language barriers to learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

8. In your experience, what challenges do learners with language barriers to learning face?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

180
 9. How can you improve your teaching methods to teach learners with language barriers to learning
effectively?

………………………………………………………………………………………………..………
………………………………………………………………………………………..………………
……………………………………………………………………………….

10. Are you provided with any professional development programmes for teachers teaching learners with
language barriers to learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

11. What is your attitude in teaching learners with language barriers to learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

12. Do you have sufficient tools, equipment and resources in offering effective teaching to learners with
barriers to leaning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

13. How do you identify learners with language barriers to learning with regard to:

 Reading…………………………………………………………………………………………
 Spelling…………………………………………………………………………………………
 Writing…………………………………………………………………………………………
 Mathematical calculations……………………………………………………………………...

181
14. Have you attended a workshop or seminar on Sisonke and Screening, Identification, Assessment and
Support SIAS projects on how to provide support to learners with language barriers to learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

15. Have you attended professional development arranged by staff from special schools as resource
centres?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

16. How is Institutional Level-Support Teams (ILST)’s staff supporting you in your teaching of learners
with language barriers to learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

17. Have you attended a seminar or workshop of any local Catholic Institution for Education (CIE)
project on how to provide support to learners with language barriers to learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

18. Do you have any other comment to make regarding learners with language barriers to learning?

…………………………………………………………………………………………………………
.………………………………………………………………………………………………………
…………………………………………………………………………….

182
 APPENDIX E

SEMI-STRUCTURED INTERVIEW QUESTIONS FOR DISTRICT EDUCATION

SPECIALISTS

1. Are you aware of the vision of North-West Education Department?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

2. Explain what the operational plan of the North West Department of Education is?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

3. Are the priorities of the North West Department of Education considered when planning?

................................................................................................................................................................
................................................................................................................................................................

4. Are theoperational plans monitored to achieve the vision of the North West Department of
Education and the priorities of the Provincial Government?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

5. Are the programmes in the operational plan achieved?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
……………………………………………………………………………………

183
6. Are your roles clearly defined?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

7. Are teachers aware of your programmes to be achieved?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

8. Do teachers implement your planned programmes and initiatives of North West Department of
Education?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
……………………………………………………………………………

9. Do you understand the concept of professional capacity in curriculum development and

assessment?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………….

10. Is the work of teachers monitored and feedback given?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

184
 APPENDIX F

OPEN-ENDED INTERVIEW QUESTIONS FOR SPECIAL SCHOOL TEACHERS

1. Do you provide support to mainstream primary school teachers?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………….

2. Do you network support with the departments of Health and Social Services in enhancing the
teaching of learners with language barriers to learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

185
APPENDIX G

OBSERVATION CHECKLIST FOR LEARNERS WHO STRUGGLE WITH SPELLING

IN GRADE 4

Choose the words with correct spelling from the brackets:

1. We are growing (beens, beans) from (seeds, seads).

2. We (agreed, agreed) to (meet, meat) at the (street, streat).

3. We heard the bell (peeling, pealing) in the church.

4. Orange (peal, peel) tastes bitter, not (sweet, sweat).

Replace the ** with ie or ei in the following words:

5. Br**f

6. Pr**st

7. Dec**ve

8. P**ce

9. Rec**pt

10. Bel**ve

186
 APPENDIX H

OBSERVATION CHECKLIST FOR LEARNERS WHO STRUGGLE WITH READING IN

GRADE 4

Read the following passage and answer the following questions in full sentences:

Long, long ago, a terrible beast came to Lesotho. It ate up all the people except a woman who had
hidden herself in a cave.

This woman had a son called Thabo. When he grew up he asked his mother where all people of the
land were. ‘They have all been eaten by the beast,’ she replied. ‘It lives in a valley close by.’

The next morning Thabo took a knife and set out to fight the monster. It soon swallowed him up,
but Thabo cut his way out through the beast. Then, as it lay dying, out came all the other people it
had eaten. They were glad to be set free that they made Thabo their king.

(a) When did the beast come to Lesotho?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

(b) What did the beast do?

………………………………………………………………………………………………….……
…………………………………………………………………………………………….…………
……………………………………………………………………………………….

(c) Who were saved?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

187
(d) What did Thabo find out from his mother when he grew up?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

(e) What happened to Thabo when he fought the beast?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

(f) How did Thabo get out again?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

(g) What happened when the beast lay dying?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

(h) How did the people show that they were thankful to him?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

188
 APPENDIX I

OBSERVATION CHECKLIST FOR LEARNERS WHO STRUGGLE WITH WRITING IN

GRADE 4

Write the plural of the following words:

1. Mouse ………………………………..
2. Peach ………………………………….
3. Church ………………………………..
4. Monkey ……………………………….
5. Woman ……………………………….

Write the opposite words of the following:

1. Boy …………………………………….
2. He-goat ……………………………….
3. Grandfather ………………………….
4. Man ……………………………………
5. Cow …………………………………...

189
 APPENDIX J

OBSERVATION CHECKLIST FOR LEARNERS WHO STRUGGLE WITH

MATHEMATICS IN GRADE 4

1. Draw the following shapes:

a) Triangle

b) Square

c) Circle

d) Rectangle

2. Draw the following symbols:

a) More than

b) Less than

190
c) The same
d) Added to

e) Take away

f) Sharing

g) Multiply by

3. Write the correct sign and numbers in the following:

a) 14 14 =0
b) 15 17 = 32
c) × 6 = 36
d) 6 ÷ =3
e) 7 + = 18
f) 8 3 =5
g) 6 × = 30

4.
a) Jack has four sheep, John has nine sheep.
How many more sheep does John have as compared to Jack?

b) 8 is smaller than 15, but 9 is…………………………………………than 7.

191
 APPENDIX K

INTERVIEW QUESTIONS FOR STAFF AT INSTITUTIONAL-LEVEL SUPPORTTEAMS

1. Can you provide with a list of learning sides (schools) that need your support?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

2. Can you provide with a list of learners with barriers to learning in each learning sides (schools) you
provided support?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

3. How do you support teachers who reported learners who cannot read?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

4. How do you provide support to teachers who reported learners struggling in doing mathematical
calculations?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

5. How do you workshop teachers who reported learners who struggle with spelling?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

192
6. As a collaborative effort, how do you engage speech therapists and social workers in co-
coordinating learner and teacher support?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

7. As part of the on-going support, how often do you engage the Departments of Health and Social
Services as inter-sectoral collaboration in supporting learners and teachers?
................................................................................................................................................................
................................................................................................................................................................
..............................................................

8. When visiting schools as a team, are there suitable materials that enhance the learning of learners?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
..............................................................

9. Is the support given ensures access to the curriculum?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………

10. How is the Institutional-Level Support Teams supporting learners and teachers in learning

content to ensure easy assimilation and the use of concrete materials in learning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

193
APPENDIX L

REFLECTIVE JOURNALS FOR STAFF AT DISTRICT-BASED SUPPORT TEAMS

(DBST)

1. Are you aware of the vision of the NWED?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
……………………………………………………………………………

2. Do you know what operational planning is?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

3. Are the priorities of the NWED considered when planning?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

4. Are the operational plans monitored to achieve the vision of the NWED and the priorities of the

Provincial Government?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………

194
5. Are the programmes in the operational plans achieved? Why do you say so?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………

6. Are your roles clearly defined? If not what do you think should be done?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………

7. Are teachers aware of your programmes to be achieved?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………

8. Do teachers implement your planned programmes and initiatives of the NWED?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………

9. Do you understand the concept professional capacity in curriculum development and assessment?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………

195
 10. Do you have developmental programmes of professional capacity of all teachers in the

curriculum development and assessment?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………

11. Is the development given to you, beneficiary to professional growth of teachers?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………

12. Is the work of teachers monitored and feedback given?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………

13. If monitored and feedback given, how often?

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………

14. Is the time allocated for in-service training sufficient for your own personal development?

…………………………………………………………………………………………………………
…………………………………………………………………………………………........................
................................................................................................................................................................
.........................................................................................................................................

196
APPENDIX M

REFLECTIVE JOURNALS FOR STAFF AT DISTRICT-BASED SUPPORT TEAMS

(DBST)

1. Are you aware of the vision of the NWDE?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………

2. Do you know what operational planning is?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………

3. Are the priorities of the NWED considered when planning?

……………………………………………………………………………………………………
……………………………………………………………………………………………………
……………………………………………………………………………………………

4. Are the operational plans monitored to achieve the vision of the NWED and the priorities of
the Provincial Government?

…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………

197
5. Are the programmes in the operational plans achieved? Why do you say so?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………

6. Are your roles clearly defined? If not what do you think should be done?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………

7. Are teachers aware of your programmes to be achieved?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………

8. Do teachers implement your planned programmes and initiatives of the NWED?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………

9. Do you understand the concept professional capacity in curriculum development and

assessment?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………

10. Do you have developmental programmes of professional capacity of all teachers in the

curriculum development and assessment?

198
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………

11. Is the development given to you, beneficiary to professional growth of teachers?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………

12. Is the work of teachers monitored and feedback given?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………

13. If monitored and feedback given, how often?

………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………

14. Is the time allocated for in-service training sufficient for your own personal development?

………………………………………………………………………………………………………
………………………………………………………………………………………

199
 APPENDIX D2: RESPONSES BY (LSEN) TEACHERS TO INTERVIEW QUESTIONS IN
APPENDIX D

1. Mainstream primary school teachers understand the language barriers to learning. However, they

donot know which of the barriers impact on the understanding of the language.

2. Some mainstream primary school learners are screened for language barriers to learning whereas

insome primary schools, teachers do not know how to screen these leaners.

3. Possible strategies and teaching techniques are used on how learners with language barriers to

learning can be helped in order to improve their academic performance .

4. District Education Specialists (DES) do not support mainstream primary school teachers.

5. English as medium of instruction in Grade 4 is not benefiting learners with language barriers to

learning.

6. Critical issues that affect learners with language barriers to learning are mainstream primary

schoolteachers who are not trained to teach such learners.

7. Teachers use different intervention strategies, methods and techniques to support learners with

language barriers to learning.

8. Some strategies like scaffolding are not suitable for teaching learners with language barriers to

learning.

9. Teachers need to develop a different set of skills and knowledge. Structures such as pullout

servicesand on-site technical assistance are necessary.

200
10. There are no professional development programmes for teachers who teach learners with

languagebarriers to learning.

11. The attitude of mainstream primary school teachers towards learners with language barriers to

learning are negative.

12. Mainstream primary school teachers do not have sufficient resources to support learners with

language barriers to learning.

13.Reading: Unable to differentiate between vowels and consonants.

Spelling: Unable to build or formulate words.

Writing: Cannot write.

Mathematical calculations: Unable to differentiate signs.

14. Mainstream primary school teachers never attended any workshop nor did they attend any

seminar on the Sisonke or the Screening, Identification, Assessment and Support (SIAS) projects

on support forlearners with language barriers to learning.

15. There are no workshops arranged on support for mainstream primary school teachers by staff

fromspecial schools.

16. Institutional-Level Support Teams are established in some primary schools in Mafikeng Area

Office.

17. Mainstream primary school teachers never attended any workshop or seminar organised by any

of thelocal Catholic Institution for Education (CIE).

201
18. The use of activities was recommended so that learners with language barriers to learning are

thoroughly scrutinised.

APPENDIX E2: RESPONSES BY DISTRICT EDUCATION SPECIALITS TO SEMI-

STRUCTURED INTERVIEW QUESTIONS IN APPENDIX E

1. The vision of NWED is to ensure that all learners receive basic quality education.

2. The operational plan is about supporting all learners with language barriers to learning,

strengthening of special schools, mobilizing and supporting out of school learners.

3. The priorities are considered because there is enough budget allocated to support learners with

languagebarriers to learning.

4. Monitoring is done through sub-section of Inclusive Education. It has four sub-

section and specialists are stationed at special schools.

5. Programmes are not achieved due to lack of enough resources like transport for officials,

monitoring is not given to schools and educators do not have properSkills to support learners.

6. My roles are not clearly defined as I am only dealing with placement of learners, i want to take

part in career counselling and study methods.

7. Educators have no idea at Inclusive Education; they still belief in placement model.

8. Teachers do not have clear guidelines as there is no proper monitoring.

9. Officials should capacitate teachers on how to handle with learners with language barriers to

learning.

202
10. Educators and stakeholders have been undergoing workshops on screening,identification,

assessing and supporting and teaching strategies.

11. After I received workshop, I should conduct workshop for educators and monitored the

implementation.

12. Teachers are monitored, but not enough because Inclusive Education is only in the district, no

transport is allocated to officials.

13. Monitoring is done once in a quarter and feedback is collected immediately.

14. Not sufficient for personal development because in most cases is only three days and training

start at two o’clock.

APPENDIX F2: RESPONSES BY SPECIAL SCHOOL TEACHERS TO OPEN-ENDED

INTERVIEW QUESTIONS IN APPENDIX F

1. Teachers in special schools do not provide support to mainstream primary school teachers.

2. There is no development of network support with the Department of Health or the Department of

Social Services.

APPENDICES G2 TO J2 OBSERVATION CHECKLISTS

The following checklists indicate what the researcher observed when learners with language
barriers to learning responded to different items as indicated below:

APPENDIX G2: RESPONSES BY GRADE 4 LEARNERS WHO STRUGGLE WITH

SPELLING IN APPENDIX G

1-4. Seads, meat, streat, peal,sweat, reiet, believe,breif.

203
5-10. Preist, peeling,deceive.

APPENDIX H2: RESPONSES BY GRADE 4 LEARNERS WHO STRUGGLE WITH

READING IN APPENDIX H

(a) – (h) The bologobolokegoka Lesotho mama a PetlakaLegogo. Pibala, Thabo ‘n matlha, pologo e
ja le batla. Thabo noieibamato, oetlhabe le katipa, Thabo u di a bolayabotobabebatsha, kaboue

APPENDIX I2: RESPONSES BY GRADE 4 LEARNERS WHO STRUGGLE WITH

WRITING IN APPENDIX I

1-5. pmas, perekis, dikegaki, gaabo, basidi, omos, oprks, dkerk,dank, dwmn.

1-5. Mongne, basidi, utetang, mongne, namanne, omoe, oppose, dane, man,osen, gig, she he goat,
grandmother, matherer came.

APPENDIX J2: RESPONSES BY GRADE 4 LEARNERS WHO STRUGGLE WITH

MATHEMATICAL CALCULATIONS IN GRADE 4 IN APPENDIX J

1 (a)

(b)

(c)

204
(d)

2. (a) x

(b) =

(c) :

(d)

(e) +

(f) :

(g)

3. (a) :

(b) 14

(c) 26

(d) 35

(e) 38

(f) 13

(g) 9

4. (a) 9

(b) bak

205
APPENDIX K2: RESPONSES BY STAFF AT INSTITUTIONAL-LEVEL SUPPORT
TEAMS (ILST) TO INTERVIEW QUESTIONS IN APPENDIX L

1. Melorane, Omega, Rankudu and Boikhutso.

2. KuneKeolebogile, KhumaloThulani, LetsileNketso, MenongKutlwano,

MosiakoGalaletsang,MotlhatswiKamogelo and SealetsTshiamo.

3. Learners differ according to ability.

4. They must teach them from known to unknown.

5. They must first teach learners 5 vowels by showing them with fingers.

6. By writing an intervention report in order to assist to a certain problem.

7. In most cases Departments of Health and Social Services refuse to give

support as they say they only attend where there is medical aid or

sometimes local hospital.

8. What they want is their file which has policy; they even do not know

learners with problems. They even cannot give any support, especially in

rural areas.

9. No. They do not give any support that ensures access to the curriculum.

10. Support is from Foundation Phase, in Intermediate Phase there is a

problem because of learning areas and language that is used.

206
APPENDIX L2: RESPONSES BY STAFF AT DISTRICT-BASED SUPPORT TEAMS
(DBST) ON INTERVIEW QUESTIONS IN APPENDIX M

1. A portrait of excellence.

2. It is a systematic process of achieving desired outcomes.

3. Through the objectives derived from strategic planning.

4. Through internal auditing processes and if not achieved, one will have to account to the Auditor

General. Non-compliance leads to the Department to get qualified reports or disclaimer.

5. Once there is a plan with actual outputs to be achieved and the targets perquarter are followed

then the operational plan is achieved. In other cases what appears in one’s operational plan is

managed by at different directorate and at times plans are not completed as one does not have

control over other directorates.

6. The roles are clearly defined.

7. Through involvement of the Districts as I am in a Provincial Office and do

not deal directly with schools.

8. Through coordination of District Officials, this is monitored and supported

by the Provincial Office.

9. I understand the concept professional capacity in curriculum development

and assessment.

10. Teachers are trained on Inclusive Learning programmes, adapted curriculum and alternative
methods of assessment.

207
11. The development given to me is beneficiary to professional growth of teachers.

12. Through the District-Based Support Teams and cooperate officials.

13. On monthly basis and during quarterly support forum meetings.

14. The time allocated for in-service training is sufficient for my personal

development

APPENDIX D3: TAPE-RECORDED INFORMATION FROM MAINSTREAMPRIMARY

SCHOOL TEACHERS

Mainstream LSEN teachers indicated that screening to discover learning problems was done. They
also indicated that DES are not supporting them. DES does not empower them with new
understanding about their work. They mentioned that they do not have sufficient training and
support to meet many challenges presented by learners with language barriers to learning in their
classrooms. They found English as medium of instruction in Intermediate Phase not benefiting
Grade 4 learners as they are accustomed to being taught in mother tongue in Foundation Phase.

They therefore, lack support from Special School teachers. They suggest that they should be no
lesson plans developed for learners with barriers to learning as learner pace is emphasised in CAPS.
They recommended the use of activities so that concentration on learner problems is thoroughly
carried out in order to see whether learners are achieving.

APPENDIX L3: TRANSCRIPTS FROM DOCUMENT ANALYSIS

INSTITUTIONAL-LEVEL SUPPORT TEAMS (ILST)

The ILST provided the list of the names of mainstream primary schools where they have offered
support as their core function. They also provided with a list of the names of learners with language
barriers to learning in each mainstream primary school they visited in order to provide on-going
support.

208
APPENDIX M2: TRANSCRIPTS FROM REFLECTIVE NOTES

DISTRICT-BASED SUPPORT TEAMS (DBST)

The DBST provided with a record of the operational plan where the desired set of goals to be
achieved are written. Also a record of priorities of the NWDE was provided where the objectives of
the strategic plan were written. A record of monitoring of the operational plan was shown for the
achievement of the vision of the NWDE which is a portrait of excellence.

APPENDIX D4

LSEN TEACHERS RESPONSES AND CODES

Themes Interview questions Participants responses Codes

Support for learners 1. What do you Hmm…., teaching of -do not know the
with language understand by the language and problems impact on barriers to
barriers to learning concept language related to it. learning.
language barriers Teachers do not know
to learning? the impact on barriers
to learning.

Determine the 1. What are Mmm…critical issues - untrained teachers

structures that are critical issues affecting learners with in special and
needed to support affecting barriers to learning are remedial education.
learners with learners with untrained teachers in
language barriers to barriers to special and remedial
learning in learning? education. Teaching in
mainstream primary primary schools
schools

209
2. What are the Hey…teaching -teaching strategies,
teaching issues strategies, methods and methods and
regarding teaching techniques are not techniques are not
strategies, methods suitable for teaching suitable
and techniques that learners with language
affect learners with barriers to learning in -teaching materials
barriers to learning? mainstream primary are not accessible to
schools. Many times teachers.
teaching materials are
not accessible to
teachers.

3. What do you think Hmm…the curriculum -the curriculum

should be done to should be accessible should be accessible
teach learners with and supportive to the and supportive
barriers to learning? needs of learners in order -curriculum must be
to make teachers to transformed
accommodate diversity in
the learner population.

Curriculum must be -various aspects of

transformed to be fit the curriculum should
learners with barriers to be provided
learning. Various
aspects of the
curriculum should be
provided to enable
access and to encourage
participation.

210
4. Are there any Ai... there are no -there are no
professional develop- professional professional
ment programmes for development developmentprogram
teachers teaching programmes for mes
learners with barriers teachers teaching learners
to learning? with language barriers to
learning. Professional
development
programmes brings about -curriculum
the overall curriculum transformation
transformation, such as
review of various aspects
of the curriculum.

5. What are your Hey…learner pace in -learner pace

comments on teaching must be
teaching learners with emphasised as articulated -learner learning
barriers to learning? in CAPS. Emphasise problems
should be on learner
learning problems.

6. Have you attended Hee… we have never

workshops or attended workshops or
seminars on Sisonke seminars on Sisonke or
or SIAS strategy SIAS strategy projects
projects?

7. Do you provide Hey....special school -special school

support to teachers do not provide teachers do not
mainstream support to teachers provide support
primary school

211
 teachers?

8. How do you Ai....support do not -access to the

support teachers ensure access to the curriculum
who reported curriculum.
learners who
cannot read?

Determine support 1. How are learners’ Hey…learners’ learning -by using different
needed by learners learning problems problems are addressed methods, and
with language assessed and by using different techniques in
barriers to learning supported? methods and techniques teaching.
from mainstream in teaching. If a learner
primary school does not cope with the
teachers. amount of work given,
he is given activities -he is given the
that are of lower activities that are of
standard.If a learner lower standard.
does not cope with the
amount of work given,
then he is referred to - referred to remedial
remedial unit. unit.

Determine the 1. Is English as Ay… learners are only - learners are only
screening, medium taught in English after taught in English
identification, m of instruction they have spent 3 years after they have spent
assessment and benefiting of schooling been taught 3 years of schooling.
support for learners learners? in mother tongue,
with language therefore, English is their - English is their
barriers to learning another challenge. another challenge

212
 2. What support do Hey…mainstream -mainstream primary
mainstream primary primary school teachers school teachers do
school teachers offer do not offer any not offer any support
to learners with support because they - they are restricted
barriers to learning? are restricted by the by the curriculum and
curriculum and policies
policies, such as same
question papers from
Government for
examination
Formulate a model 1. Do you provide In Mafikeng primary - Full-Service schools
that can be used to support to schools, Full-Service are only established,
support learners with mainstream schools are only but not functional
language barriers to primary school established, but not
learning teachers? functional

2.How often do There are no -there are no

mainstream primary workshops organised by workshops organised
school teachers attend Special School Teachers by Special School
workshop-s organised to enhance the teaching Teachers
by Special School of mainstream primary
Teachers? school teachers. There is -there is no support
no support offered by offered by Special
Special School Teachers School Teachers
to mainstream primary
school teachers.

3. Do you network Hmm.....there is no -development of

support with the development of support support
Departments of with Departments of

213
 Health and Social Health and Social
Services? Services

APPENDIX K4

ILST INTERVIEW RESPONSES AND CODES

Field notes Patterns Codes

On going support 1. Can you provide a list of
mainstream primary schools
that need your support?

Eeh…here is a list of - mainstream primary schools

mainstream primary schools are visited.
we have visited in order to
offer support. -support was offered.
Collectively identify learners 2. Can you provide a list of
who need support the names of learners with
barriers to learning in each
school?

Hmm…here is a list of the -a list of names of learners

names of learners with barriers with barriers to learning.
to learning of each school.
-each school was visited.

Address learners’needs 3. How do you support

teachers who reported

214
 learners who cannot read?

Hmm…we tell teachers that -learners differ in abilities.

learners differ in abilities.
Learner pace must be -learner pace.
encouraged. We collectively
develop strategies and -development of strategies and
programmes to address programmes to address
learners and identify barriers learners’ needs
to learning.
-identify barriers to learning.
Teach from known to the 4. How do you provide
unknown support to teachers who
reported learners struggling
in doing mathematical
calculations?

Ee…teachers must teach -teach from known to the

learners from known to the unknown.
unknown. Mainstream
primary school teachers must -resources needed must be
be supported to enable them to drawn from within and outside
draw in resources needed from the school.
within and outside of the
school to address needs and -such will be to overcome
overcome barriers to learning. barriers to learning.
Evaluate programmes 5. How do you workshop -ILST evaluates programmes.
teachers who support
learners who struggle with -ILST diagnose and suggests
spelling? modifications of programmes.

215
 Ee..ILST work closely with -ILST support teaching,
DBST. ILST evaluate learning and build capacity
programmes, diagnose their management for teachers.
effectiveness and suggest
modifications. ILST support -ILST work closely with staff
teaching, learning and from special schools;
management in order to build
the capacity in teaching. ILST
work closely with staff from
special schools.
Intervention reports 6. As collaboration effort, -ILST writes intervention
how do you engage speech reports.
therapists and social
workers in co-coordinating -ILST request assistance from
learner and teacher support speech therapists and social
workers.
Hmm…ILST writes
intervention report requesting
assistance from speech
therapists and social workers
in coordinating learner and
teacher support.
Lack of collaboration 7. As part of ongoing
support, how often do you
engage the Departments of
Social Services and Health
as inter-sectoral
collaboration in supporting
learners and teachers?

Hey… the Departments of -lack of support

216
 Social Services and Health are
not helping in supporting -lack of knowledge of
learners with barriers to different problems
learning. Learners with
language barriers to learning
are experiencing problems that
are not strictly related to
education. Problems of such
nature are complex and
require different perspectives
to arrive at a solution.
Lack of suitable materials 8. When visiting schools as a
team, are there suitable
materials that enhance the
learning learners?

Err … ILST do not search for -ILST does not search for
suitable materials that enhance suitable material.
learning, they only request the
files of learners with language -ILST request files only.
barriers to learning.
Lack of access to the 9. Is there support given by
curriculum the ILST to ensure access to
the curriculum?

Ah …ILST do not ensure -ILST lack access to the

access to the curriculum. curriculum.
Content assimilation 10. How are the ILST
supporting learners and
teachers in learning content
more in particular to ensure

217
 easy assimilation and the use
of concrete materials in
learning?

Mmm … ILST do not support -Lack of support in content

teachers with content assimilation.
assimilation and the use of
concrete material in learning.

APPENDIX L2

Observation checklist on reading

Themes Transcripts
Reading  When did the beast come to Lesotho?
 What did the beast do?
 Who were saved?
 What did Thabo find out from his mother when he grew up?
 What happen to Thabo when he fought the beast?
 How did Thabo get out?
 What happened when the beast lay dying?
 How did the people show that they were thankful to him?

APPENDIX G2

Observation checklist on spelling

Themes Transcripts

218
Spelling beens, beans; seeds, seads; agread, agreed
street,streat; peeling, pealing; peel, peal; sweet, sweat

Replaces with ie or ei

brief,breif; priest, preist; decieve, deceive; piece, peice

reciept, receipt

APPENDIX I2

Observation checklist on writing

Themes Transcripts
Writing Plurals

mouse…pmas… omos
peach…perekis..oprks
church..dikegaki..dkerk
monkey…gaabo…dank
woman..basidi…dwmn

Opposite
boy…mongne…omoe…gig
he-goat…basidi…oppose…she-goat
grandfather…utetang…dane…grand-mother
man…mongne…man…matherer
cow…namane…osen…came

219
APPENDIX J2

Observation checklist on mathematical calculations

Theme Transcripts
Mathematics  Shapes
 symbols
 signs

220
APPENDIX N

221
APPENDIX O

222
223