Inclusive pedagogical actions Grade 7 natural sciences teachers use to improve understanding of natural sciences concepts in English First Additional Language (EFAL) learners in 3 township schools in Mohlakeng

Abstract

This study was conducted in Gauteng West, Mohlakeng township. The selected schools are primary schools where English is the language of learning and teaching (LoLT) from grade 4 onwards. In the lower grades, specifically the Foundation Phase (Grades 1-3), learners learn in their mother tongue. However, when learners begin the Intermediate Phase (Grades 4-6), throughout the rest of their schooling, subjects such as Natural Sciences (NS) are taught in English. Ideally, this phase requires learners to be proficient in English by grade 4 to succeed at school. NS is a key subject in South African schools designed to help learners develop a deeper understanding of the natural world. This subject has its own specialised language and vocabulary, and can sometimes be challenging for learners to understand the Natural Sciences concepts (NSc) effectively. This study aimed to explore the Inclusive Pedagogical Actions that Grade 7 NS teachers use to improve understanding of NSc in English as a First Additional Language for learners (EFAL). The objectives were to investigate inclusive teaching strategies employed by teachers in predominantly EFAL Senior Phase classrooms, assess ways in which teachers deal with the language gap in EFAL classes, and identify the challenges faced by Grade 7 NS teachers in Mohlakeng primary schools. The study adopted a qualitative research methodology, comprising of lesson observations and interview schedules of teachers as a method of collecting data. The findings revealed that teachers employ code-switching at various points in their teaching to bridge the language gap and ensure inclusivity in a diverse classroom. The study not only showcased a variety of teaching strategies used by teachers to facilitate NS learning and address language barriers, but it also identified a consistent teaching pattern followed by grade 7 educators. This shared teaching approach among the three teachers evolved into a 5-step pedagogical diagram that provides a structured method for teaching NS. This diagram highlights critical stages of instruction, emphasising the importance of ensuring learners’ understanding of NSc. The results of this study are informative and offer valuable insights into teaching practices, the challenges faced by teachers, and the methods they employ.