Browsing by Author "Julius, Lukas Homateni"

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    The effect of relentless monitoring and grading on teaching writing: An example from two South African schools
    (University of Namibia, 2015) Julius, Lukas Homateni
    This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. Data collection methods consisted of interviews, classroom observations and document analysis. Analysis of the data reveals that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners’ performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.
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    The effect of relentless monitoring and grading on teaching writing: An example from two South African schools
    (University of Namibia, 2015) Julius, Lukas Homateni
    This study investigated the way in which two Grade 5 teachers employed at different primary schools in the Eastern Cape province of South Africa taught writing to their English first additional language (EFAL) learners. A qualitative interpretive approach was used to identify factors that shape the ways these teachers handle the teaching of writing. Data collection methods consisted of interviews, classroom observations and document analysis. Analysis of the data reveals that both teachers focused primarily on ensuring that their learners completed their written work so that it could be marked and graded in response to demands from their superiors, rather than on engaging deeply with the processes of writing (brainstorming, drafting, revising etc). Not only does this run counter to the writing pedagogy recommended in the Curriculum and Assessment Policy Statements (CAPS), but it also denies learners the scaffolding needed to help them develop the self-regulation skills needed to become independent writers. These findings demonstrate the need for assisting teachers to shift away from focusing only on learners’ performance (testing and grading) towards a stronger emphasis on the process of writing. This would require that teachers develop a deeper understanding of the process/genre approaches to teaching writing advocated by CAPS.
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    The gap between grade 5 learners and their English Second Language competency: Should we be worried?
    (University of Namibia, 2017) Julius, Lukas Homateni; Hautemo, Aletta Mweneni
    In Namibian (public) schools, Lower Primary learners (pre- primary- Grade 3) are taught through their mother tongue and switch to English as the language of learning and teaching from Upper Primary phase (Grade 4 onwards). Upper Primary phase teachers are therefore faced with the challenges of developing learners’ cognitive and academic skills which learners need to study other subjects that are taught in English. This paper explore factors that constraint four different Upper Primary phase teachers from four different schools in the northern part of Namibia to effectively teaching teach their subjects. A qualitative interpretive approach was used to explore the factors that constrain teachers from effectively teaching their subjects. Data collection methods consisted of interviews, classroom observations and document analysis. Analysis of the data reveals that the syllabus are way ahead of learners’ actual competency in English Second Language. In addition, data reveals that when learners come into the Upper Primary phase, they have such a poor foundation that they continue to learn little and lag behind grade appropriate outcomes throughout their school careers