STADIO Education Studies 2 Study Guide EDSB172 2024 PDF

Education Studies 2 EDSB172  © STADIO No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – electronic, electrostatic, magnetic tape, mechanical, photocopy...

Education Studies 2 EDSB172  © STADIO No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means – electronic, electrostatic, magnetic tape, mechanical, photocopying, recording or otherwise. © STADIO (Pty) Ltd Education Studies 2 2024_08  Note The content of the STADIO Study Guides and teaching documents is not intended to be sold or used for commercial purposes. Such content is in essence part of tuition and constitutes an integral part of the learning experience, regardless of mode. Links to websites and videos were active and functioning at the time of publication. We apologise in advance if there are instances where the owners of the sites or videos have terminated them. Please contact us in such cases. A Glossary of terms is provided at the end of this study guide to clarify some important terms. Any reference to the masculine gender may also imply the feminine. Similarly, singular may also refer to plural and vice versa. © STADIO (Pty) Ltd Education Studies 2 2024_08  Table of contents Heading Page number MODULE PURPOSE AND OUTCOMES 1 MODULE PURPOSE 1 OUTCOMES 2 TOPIC 1: LEGISLATION AND POLICIES IN EDUCATION 3 1.1 INTRODUCTION 3 1.2 THE ROLE AND PURPOSE OF POLICY IN EDUCATION 5 1.3 LEGISLATION AND POLICIES FOR THE SOUTH AFRICAN TEACHER 6 1.4 INTERPRETATION, ADOPTION, AND IMPLEMENTATION OF POLICIES IN SOUTH AFRICA 8 SUMMARY 13 SELF-ASSESSMENT QUESTIONS 13 TOPIC 2: RESEARCH AS A CRITICAL ISSUE FOR THE MODERN TEACHER 14 2.1 INTRODUCTION 14 2.2 RESEARCH AS ONE OF THE ROLES OF THE TEACHER 15 2.3 RESEARCH DEVELOPMENT 16 2.3.1 What is research? 16 2.3.2 Key concepts of research 18 2.3.3 Developing a research proposal 22 2.3.4 Report writing 28 2.3.5 Research presentations 29 SUMMARY 30 SELF-ASSESSMENT QUESTIONS 30 TOPIC 3: LANGUAGE ISSUES AROUND TEACHING AND LEARNING 32 3.1 INTRODUCTION 32 3.2 LANGUAGE IN EDUCATION POLICY 33 3.2.1 National Language rights and policies 33 3.3 LANGUAGE AND MULTICULTURAL ISSUES 34 3.4 LANGUAGE ACROSS THE CURRICULUM 35 3.5 LANGUAGE ISSUES IN THE CLASSROOM AND SCHOOL 35 © STADIO (Pty) Ltd Education Studies 2 2024_08 3.6 LANGUAGE AND LITERACY DEVELOPMENT 37 3.7 CHALLENGES OF ENGLISH IN TEACHING AND LEARNING 37 SUMMARY 39 SELF-ASSESSMENT QUESTIONS 39 TOPIC 4: SOCIOLOGICAL PERSPECTIVES AS A CRITICAL ISSUE 40 4.1 INTRODUCTION 40 4.2 SOCIOLOGICAL CONCEPTS: SOCIALISATION, SOCIAL IDENTITY, SOCIAL ROLES, PREJUDICE, DISTRIMINATION AND STEREOTYPES 41 4.3 SOCIOLOGICAL IMPACTS OF TEACHING IN A CULTURALLY DIVERSE SCHOOL CONTEXT 42 4.4 GENDER ISSUES 44 4.5 RELIGION EDUCATION AND RELIGIOUS TOLERANCE 45 SUMMARY 47 SELF-ASSESSMENT QUESTIONS 47 TOPIC 5: INCLUSIVE EDUCATION 49 5.1 INTRODUCTION 49 5.2 THE CONCEPT OF INCLUSIVE EDUCATION (EDUCATION WHITE PAPER 6, 2001) 50 5.3 THE MEDICAL VERSUS THE SOCIAL MODEL 52 5.3.1 The medical model 52 5.3.2 The social model 53 5.3.3 Comparison and implications 55 5.4 THE THREE TYPES OF SCHOOLS: MAINSTREAM, FULL-SERVICE AND SPECIAL SCHOOLS 56 5.4.1 Ordinary or mainstream 56 5.4.2 Full Service and Special schools resource centres 56 5.5 THE CONCEPT OF BARRIERS TO LEARNING 57 5.6 THE SCREENING, IDENTIFICATION, ASSESSMENT AND SUPPORT [SIAS] POLICY (2014) 59 5.6.1 The Learner Profile 60 5.6.2 The Support Needs Assessment and the Individual Support Plan 60 5.6.3 Individual support plan (ISP) 61 5.6.4 Differentiation of the curriculum 61 5.6.5 School and District-based support 61 5.6.6 Support and collaboration within the community and specialist services 62 © STADIO (Pty) Ltd Education Studies 2 2024_08  5.6.7 The role of concessions 62 SUMMARY 64 SELF-ASSESSMENT QUESTIONS 64 GLOSSARY OF TERMS 66 REFERENCES 68 ANSWERS TO SELF-ASSESSMENT QUESTIONS 74 Topic 1 Self-assessment answers 74 Topic 2 Self-assessment answers 74 Topic 3 Self-assessment answers 76 Topic 4 Self-assessment answers 77 Topic 5 Self-assessment answers 78 © STADIO (Pty) Ltd Education Studies 2 2024_08  Module purpose and outcomes MODULE PURPOSE The purpose of this module is to develop the conceptual understanding of identifying and evaluating education policies and to engage with current issues drawing on evidence from theory, policy, research and practice in order to develop critical appraisal of contemporary social trends. The module examines key areas such as: issues surrounding barriers to learning and development, a focus on disability, and the theory of Inclusive Education. Students will engage with language as a central component of teaching and learning and they will become novice researchers in their own practice as teachers and reflect critically on teaching and learning. In the first section, we will analyse the South African Education Policies relating to teachers and their work and critically reflect on these policies in relation to global trends. It engages with debates about teacher professionalism in terms of interpretation, implementation, and adoption of policies. In the second section, we will investigate research, as a critical issue for the modern teacher will be outlined, concentrating on research development in terms of paradigms, approaches to research, reporting and the implications for developing effective practice. Following that, we will focus their attention on language as a central component of learning and teaching. Language and literacy development in a culturally diverse context of increasing language variation and across the curriculum will be explored. We will discuss the challenges of English as the Language of Teaching and Learning (LOLT). In the next section, the sociological perspectives surrounding teaching will be delved into. They will focus on social relations within the school context with a specific emphasis on addressing inequalities, discrimination, prejudice and stereotypes. We will be introduced to issues surrounding barriers to learning and development, with the focus on disability and the theory of Inclusive Education. Students will also examine the differing paradigms and terminology relating to disability. The three types of schools, instated by White Paper 6 (2006), will be outlined. We will discuss a variety of categories to address the barriers to learning. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 1 Education Studies 2 contributes to the following competencies of a beginner teacher: The teacher will have a sound content knowledge of policies related to education within the school context and their implementation in practice. They must have a deep understanding of individual needs and tailor their teaching accordingly. Effective communication in relation to their subject in order to mediate learning will be emphasised. The teacher should understand diversity in the South African context in order to teach in a manner that includes all learners. Reflective practice linked to research is a key skill that will be developed in the module. The module will assist to develop a teacher who can contribute to the collective roles of teachers in a school as a learning mediator, leader, manager, scholar, lifelong learner, as well as contributing to the community, citizenship and pastoral care. OUTCOMES 1. To explain and critique the significance and functions of key laws and policies within the scope of education in South Africa. 2. Show competence as a critical, reflective practitioner and act ethically and professionally. 3. Analyse significant aspects of practice and development as teachers and synthesise research findings based on a wide range of relevant resources. 4. Interrogate language issues with the view to identifying challenges faced by learners and teachers within diverse classrooms. 5. Critically discuss various sociological perspectives that impact teaching and learning within the South African context. 6. Explain fundamental knowledge of Inclusive Education and integrate this knowledge to create environments that value all learners. 7. Investigate and discuss barriers to teaching and learning with a focus on diversity, social justice and inclusivity whilst displaying an understanding of curriculum differentiation as a response to dealing with learners with barriers to learning. 8. Consider socio-economic barriers present in South African classrooms and explain their effects on the learning potential of learners. 9. Clarify the Screening, Identification, Assessment and Support (SIAS) Policy (2014) and how it is implemented in practice within a diverse South African context. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 2  Topic 1: Legislation and Policies in Education 1.1 INTRODUCTION This topic relates to the following module outcome:  To explain and critique the implication and functions of key laws and policies within the scope of education in South Africa. In this topic, you will gain knowledge in the following areas: 1. The role and purpose of policy in education 2. Law and policies for the South African teacher 3. Interpretation, adoption, and implementation of laws and policies in South African education Prescribed Online Readings  Department of Basic Education. South Africa. 2012. Curriculum Assessment Policy Statement: Life Orientation. Senior Phase. Grades 7-9. https://www.education.gov.za/Portals/0/CD/National%20Curriculum%2 0Statements%20and%20Vocational/CAPS%20SP%20%20LIFE%20ORI ENTATION%20%20WEB.pdf?ver=2015-01-27-160145-607 [Accessed: 18.06.2024].  Department of Basic Education. South Africa. 2012. Curriculum Assessment Policy Statement: Life Orientation: Further Education and Training Phase: Grades 10-12. https://www.education.gov.za/Portals/0/CD/National%20Curriculum%2 0Statements%20and%20Vocational/CAPS%20FET%20_%20LIFE%20O RIENTATION%20_%20GR%2010- 12%20_%20WEB_E6B3.pdf?ver=2015-01-27-154251-017 [Accessed: 18.06.2024]. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 3  Department of Basic Education. South Africa. 2014b. Policy on Screening, Identification, Assessment and Support. Pretoria: Department of Basic Education. https://wcedeportal.co.za/eresource/214311 [Accessed: 18.06.2024].  Department of Education. South Africa. 2001. Education White Paper 6: Special Needs Education – Building an Inclusive Education and Training System. https://www.gov.za/documents/white-papers/special-needs- education-education-white-paper-6-01-jul-2001 [Accessed: 18.06.2024].  Department of Education. South Africa. 1995. White paper on education and training. https://www.gov.za/sites/default/files/gcis_document/201409/16312ge n1960.pdf [Accessed:19.06.2024].  Department of Basic Education. South Africa. 2012. Curriculum Assessment Policy Statement: Life Orientation. Senior Phase. Grades 7-9. https://www.education.gov.za/Portals/0/CD/National%20Curriculum%2 0Statements%20and%20Vocational/CAPS%20SP%20%20LIFE%20ORI ENTATION%20%20WEB.pdf?ver=2015-01-27-160145-607 [Accessed:18.06.2024].  Department of Basic Education. 2014. Summary of the South African Schools Act 84 of 1996. In: Takalani Sesame Early Childhood Hub. [Accessed:18.06.2024].  South African Government. 1996. Constitution of the Republic of South Africa. [online]. https://www.gov.za/documents/constitution/constitution-republic- south-africa-1996-04-feb-1997 [Accessed: 18.06.2024].  HCB Solicitors Homepage. 2021. School Policies & Procedures. https://www.hcbgroup.com/site/sectors_serv/education-solicitors/for- schools/policy-advice/ [Accessed: 18.06.2024]. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 4   Viennet, R. and Pont, B. Organisation for Economic Co-operation and Development (OECD). 2017. Education policy implementation: A literature review and proposed framework. Education Working Paper No. 162. https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cot e=EDU/WKP(2017)11&docLanguage=EnLinks to an external site. [Accessed:10.05.2024]  Ulla, S. 2018. Importance of Policies in School Education Ecosystem. Manipal Academy of Health & Education Homepage. [online]. https://www.linkedin.com/pulse/importance-policies-school-education- ecosystem-sami-ulla-m. [Accessed: 18.06.2024]. 1.2 THE ROLE AND PURPOSE OF POLICY IN EDUCATION A policy is a pattern or principle of activity implemented or proposed by an organisation or individual. Throughout the past twenty years, South Africa has provided a variety of laws and policies aimed at changing an historically unequal schooling system. Policies relating to curriculum and governance, as well as qualification routes were included in revising the education system (Kruss, 2008; Sayed et al., 2013). The South African Teaching and Learning System faced various challenges, most significantly the lack of legislation and policies designed to guide and support teachers. Policy formulation has allowed the various stakeholders in education an investment in the ability to configure the education system and effect social transformation sought by addressing equity, access, and quality in education in South Africa (Taylor, 2019). Policies are involved with the creation of new structures to govern the establishment, management and funding of the education system. Several policies stress the need for human, physical and financial resources in the education system. Policies also point out the provisions and conditions for the activity of the internal authority within schools, and the adjustment of the actions of learners and teachers as well as of their associations with the community (Ramrathan, Le Grange & Higgs, 2017:4). Therefore, the role of policy is to establish and regulate a set of procedures, to create a safe environment at school and to assist professionals and teachers in schools to adhere to overarching and specific legislation at macro and micro levels of operation in schools. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 5 (Ulla, 2018). Law and policy places legally binding responsibility on all in the education system (Samuel in Ramrathan, Le Grange & Higgs, 2017:13). Reading Activity 1 Read the following article to understand the role and purpose of policy within a school environment: https://www.linkedin.com/pulse/importance-policies-school-education- ecosystem-sami-ulla-m. 1.3 LEGISLATION AND POLICIES FOR THE SOUTH AFRICAN TEACHER Legislation is arranging and presenting of laws by local, provincial or national legislatures. In other situations, it is occasionally used to apply to provincial and municipal regulations and to the rules and procedures of administrative organisations passed in the exercise of elected legislative tasks However, we will concentrate on the legislation for the South African teacher. In South Africa there are specific laws and policies that govern the teaching profession. One key piece of legislation is the Employment of Educators Act, which outlines the provisions of employment for teachers in the country. The act covers aspects such as recruitment, appointment, promotion and grievances within the teaching profession. Additionally, the South African Schools Act of 1996, which endorses admission to teaching and learning, encourages valuable and autonomous governance of schools in the schooling system, and provides schooling system that is compulsory for children aged 7 to 15 to maintain that all students have admission to valuable education without discrimination. In terms of professional development, the Continuing Professional Teacher Development Framework provides guidelines for the ongoing growth of teachers. Furthermore, focuses on enhancing quality teacher education programmes and ensuring that educators are equipped with the necessary abilities and education to meet the demands of a changing education landscape. Furthermore, the need for a conducive working environment was acknowledged, leading to the development of the Occupational Health and Safety Act for Educators. This legislation aimed to create a safe and healthy © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 6 environment for teachers by addressing issues such as physical hazards in schools and psychological wellbeing. To monitor the implementation and adherence to these policies and others that evolve in the education space, the South African Council for Educators (SACE) was established. SACE as a regulatory body, was tasked with ensuring that teachers met the required professional standards. It provided guidance and support to teachers and worked towards maintaining the integrity and professionalism of the teaching profession. Over the years South Africa has made significant strides in improving the legislation and policies for teachers. These efforts have not only recognised the fundamental role teachers play in shaping the country's future, but also demonstrated the government's commitment to providing teachers with necessary support and guidance to excel in their profession. As a result of these legislative changes, teachers in South Africa are now protected by a comprehensive framework that guarantees their rights, supports their professional growth and provides a safe working environment. The legislation and policies have empowered teachers to be agents of change, enabling them to deliver quality education to the future leaders of the nation. Note Your lecturer will unpack the following policies on the Canvas page. South African Schools Act 84 of 1996 https://www.education.gov.za/LinkClick.aspx?fileticket=10BIeeWsaA%3d&ta bid=390&portalid=0&mid=1128, [accessed 26/06/24] Education Laws amendment Act 37 of 2007 https://stadio.instructure.com/courses/8485/files/3415205?wrap=1 [accessed 26/06/24] Employment of Educators Act 76 of 1998 https://stadio.instructure.com/courses/8485/files/3415206?wrap=1 [accessed 26/06/24] Admissions Policy for Ordinary Public Schools https://stadio.instructure.com/courses/8485/files/3415199?wrap=1 [accessed 26/06/24] © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 7  South African Council for Educators Act 31 of 2000 Written Activity 1 Imagine that you are on the school panel for creating school policies. In line with the South African Constitution, write at least 5 policy points about a policy that you would prefer to be implemented currently in South African schools. 1.4 INTERPRETATION, ADOPTION, AND IMPLEMENTATION OF POLICIES IN SOUTH AFRICA Understanding, adopting, and implementing policies perform a fundamental role in the success of any organisation. Policies serve as guidelines that dictate actions, decisions, and behaviours within an institution (Ulla, 2018). The process begins with the interpretation of policies, where individuals or groups analyse the content, purpose, and implications of the policy. Interpretation involves breaking down complex policy language into understandable terms, identifying key objectives and assessing how policy aligns with the organisation's values and goals. In South African schools, teachers have a complex task of enacting and interpreting education policies. Teachers as analysts intend to interpret policy in a host of different ways once it is created. Teachers need to get involved in reviewing a variety of perspectives and interpretations from multiple vantage points. This is a critical approach where it becomes apparent that not all interpretations will necessarily carry equal weight. Policy studies analysts will each have their own preferences in terms of lenses through which to examine policy (Samuel in Ramrathan et al., 2017:8). Once the policy has been interpreted, the next step is adoption. Adoption involves formal acceptance of the policy by the relevant stakeholders, such as © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 8 executive managers, employees or even external partners. The adoption of educational policy in South Africa has not been without challenges. Some critiques argue that policies have not been effectively implemented or there has been a lack of accountability in holding schools and teachers responsible for student outcomes. Additionally, the legacy of apartheid and persisting socio- economic inequalities continue to impact educational outcomes, creating further complexity in policy adoption and implementation (Samuel in Ramrathan et al., 2017:8). The government's promise to giving valuable schooling for all learners, as evident in the adoption of policies such as the National Curriculum Statements and the South African Schools Act, highlights the value of education as an instrument for social transformation. Continued effort to refine, implement and evaluate these policies will be crucial in ensuring an equitable and inclusive education system in South Africa. Finally, the implementation phase is where the policy is put into action. Policy execution concerns interpreting the goals and aims of a policy into action. This stage involves communication the policy to all individuals impacted by it, providing necessary training or resources and monitoring compliance (Ulla, 2018). Effective implementation requires strong leadership, clear communication channels and ongoing evaluation to identify areas for improvement. Further conceptions of policy analysis include how the policy makers intend implementing a policy: how will the policy take root within the targeted institution or context? (Samuel in Ramrathan et al., 2017:10). Overall, the interpretation, adoption and implementation of policies are essential components of organisational governance. By following a systematic approach and involving key stake holders throughout the process, organisations can increase the likelihood of successful policy outcomes and promote a culture of accountability and transparency. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 9  Note The following policies are important for teachers to be aware of. Your lecturer will assist you unpack these during the live sessions.  South African Schools Act 84 of 1996  Language in Education Policy Act 27 of 1996  White Paper 6 on Education and Training in a Democratic South Africa (1995)  South African Policy on Religion in Education (2003)  National Policy for HIV/AIDS for Learners and Teachers 14 August 2023 to 18 August 2023  Educators in Public Schools, and Students and Educators in Further Education (1998)  National Policy Act 27 of 1996: Admissions Policy for ordinary Public Schools  Education Laws Amendment 31 of 2007  Employment of Educators Act 76 of 1998  Basic Education Laws Amendment Bill (B2- 2022) Policy Analysis Example This example will use the South African Council for Educators Code of Professional Ethics, a policy related to teachers and teaching, and show the way that analysing this policy reveals the distinctive social, historical, political and economic contexts within which it was adopted. It will aim to show that policy making is an ongoing process, dealing simultaneously with the past, present and the future. The analysis aims to show that any society consists of multitude of competing and contradictory groups and that each will have their own interpretations. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 10 The South African Council for Educators Code of Professional Ethics What is the focus of this policy? This policy, the SACE Code of Professionals Ethics (SACE) 2021, is an off shoot of the founding of SACE. Its role is to control the disciplinary controlling of its members, amid instituting guidelines for the process of registration and deregistration or suspension of its members. The general goals of the SACE was listed in the founding ACT as pertaining to self- regulating body of educators. SACE then constructed the following Mandate as expressed in the Code od=f Professional Ethics. This code therefore identifies important characteristics of the rights and responsibilities of teachers as professionals. What is the scope of this policy? The policy sketches out the specifications of professional conduct which specialised teachers should determine in relation to learners, their principles peers, the school and parent community, the profession and their employers and the SACE. What type of policy is this? This policy is evidently a monitoring policy which aims to condense the scope of duties of a professional teacher, and the result of the disciplinary measures and procedures should be detected when registered delegates of SACE do not retain the code. What are the suggested intentions behind the introduction of this legislation? This Code makes up a legally binding moral responsibility for practicing teachers. It is about the internal disciplinary measures of the SACE as the regulatory body. From where does this policy draw its inspiration? Its inspiration emanated from a past tradition of autonomous professional councils such as the health professionals Council of South Africa, The Law Society of South Africa, The South African Institute for Charted Accountants for charted accountants. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 11 What is the policy responding to? The formation of SACE was manifested by several education concerned protests, where teachers petitioned for their own rights as employees and struggled for the quality of a reformed Education system. The main people involved in the policy making process? The Code of Professional Ethics is one of the stakeholders. Representatives from a array of districts relating to the teaching profession and a strong vigorous majority of teacher unions. Who are the intended beneficiaries of this legislation? The immediate beneficiaries are the teachers themselves, who are being formed as professionals and learners also gained by being protected through the legislation of expert conduct. How is the implementation being achieved? The success of this policy rest on greatly on the capability of the policy recipients to self-exhibit as to whether the CODE is being skilled or not. How does one create ownership of this legislation amongst the possible users of the Legislation? This policy is not a neutral ground. It may be construed and re-explained in another way by different users. Adapted from: Samuel in Ramrathan, Le Grange & Higgs, 2017:12-15 Written Activity 2 Choose an educational policy and provide a contextual interpretation of the background of the policy. Also explain the shape and form it took. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 12  Summary In this topic, we discussed the role and purpose of policy in education, policies for the South African teacher, and the interpretation and implementation of policy in South Africa. Policies, laws and regulations play a fundamental role in influencing and controlling the education system, particularly for teachers. These policies are crafted to ensure quality education, equity and access. And the protection of teacher's rights and responsibilities. Education policies provide a framework for decision making, setting standards and outlining procedures that teachers follow. Laws. policies and regulations in education establish the legal framework within which teachers operate. They define rights and responsibilities and obligations of teachers, learners and educational institutions. Teachers must interpret and legislation accurately to understand their rights and obligations, and the expectations set by the education authorities. Clear communication and training are essential for proper interpretation. Effective implementation of policies requires collaboration among teachers, school leaders, education authorities and other stakeholders. Teachers need to align their practices and policy objectives, adapt to changes, and continuously improve their teaching methods. Self-Assessment Questions 1. Define the term "policy". 2. What is the main purpose of Educational Law and policy? 3. What is the main source of Educational Law in South Africa and why? 4. Why is Law important in South Africa? 5. Write a brief explanation of the implementation phase of a policy. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 13  Topic 2: Research as a Critical Issue for the Modern Teacher 2.1 INTRODUCTION This topic relates to the following module outcomes:  Show competence as a critical, reflective practitioner and act ethically and professionally.  Analyse significant aspects of practice and development as teachers and synthesise research findings based on a wide range of relevant resources. In this topic, you will gain knowledge in the following areas: 1. Research as one of the roles of the teacher 2. Research development:  What is research?  Key Concepts of research  Developing a research proposal: - Title of the research project - Introduction-background, problem statement, aims and objectives - Research questions - Literature review - Data collection plan - Data analysis - Workplan or timeframe - Ethical Considerations 3. Report writing 4. Research Presentations © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 14  Prescribed Reading  Struwig, F.W. and Stead, G.B. 2023. Conducting Research. 1st ed. Pretoria: Wize Books. 2.2 RESEARCH AS ONE OF THE ROLES OF THE TEACHER As a teacher, research portrays a critical role in enhancing professional development, improving instructional methods, and contributing the advancement of educational practice. Engaging in research allows educators to stay abreast with latest trends, theories, and best practices in their field, ultimately benefiting the students they teach. One key aspect of research as a teacher is the pursuit of newfound learning and understanding in the sphere of education. By conducting research, teachers can explore different teaching strategies, assessment methods and classroom management techniques to determine their effectiveness and impact on student learning. This evidence- based approach enables educators to make informed decisions about their practice, leading to continuous improvement in teaching and learning outcomes. Furthermore, research helps teachers address the real-world challenges in the classroom and develop innovative solutions to enhance student engagement and achievement. By examining student data, conducting research and collaboration with colleagues, educators can identify areas for improvement and implement evidence-based interventions to support student success. Additionally, research allows teachers to contribute to the broader educational community by sharing their findings, insights and experiences with fellow educators through academic publications, conferences and professional development workshops. By disseminating their research findings teachers can inspire others, build a culture and drive positive change in educational practice at the local, national and global levels. According to Babkie and Provost (2004: 260-268), studies concerning teachers as researchers have established a diversity of outcomes such as refining scholar performance, reviewing practice built on new training and learning knowledge, dialoguing about more mechanical matters and scholar learning, developing their own critical learning skills, developing ground-breaking tactics to instruction and scrutinising results accurately. Educator researchers have © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 15 several roles to play such as they examine answers to questions that result from the ordinary teaching space, looking for practical explanations for refining their learners' social and academic behaviour and gauge at how to modify their own behaviour to aid students' achievements. (Ovens, 2000:14-17). Note According to Babkie and Provost (2004), when a teacher serves as a researcher in his own classroom, it's not an innovative idea. When a teacher reflects on evidence-based practices in presenting decisions or present content based on one's capability of an individual approach, that teacher is performing research. When a teacher groups students based on performance, the educator is using research. Babkie, A.M. & Provost, M.C. 2004. Teachers as Researchers: Interventions in Schools and Clinics, 39(5): 269-268. Self -reflection Activity 1 Access the following article to understand the importance of teachers being researchers. How does the information in the article change the way that you view the role of a teacher? https://www.researchgate.net/publication/258142500_Teachers_as_Researc hers 2.3 RESEARCH DEVELOPMENT 2.3.1 What is research? Leedy and Ormrod (2010) propose that research is an organised method of collecting, analysing and interpretating data with a view to increasing understanding of a phenomenon that one is interested in knowing more about. The systematic process is what distinguishes the notion of research from formal © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 16 research. By 'systematic', it is meant that every step of the research process is well thought out, carefully planned, and fully argued for. The systematic process needed for formal research consists of a series of processes, each of them with a systematic nature namely:  Identifying a researchable topic  Identifying and reviewing a literature base  Crafting the research questions which will guide the collection of data  Organising the data  Analysing the data to arrive at key findings  Explaining the key findings Central to research is the search for reality and an understanding of that reality within the context of its existence. In this respect, several key concepts related the nature of reality are explained in the forthcoming sections (Ramrathan et al., 2017:405-406). Figure 1: The research processes © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 17 2.3.2 Key concepts of research Ontology: The nature of reality Ontology is the rational study of the nature of being. This study of nature of reality is, hence, the crucial search of research (Ramrathan, 2017: 406). Certainty happens and laws of behaviour are therefore free from context. In addition, the idea being researched is presumed to be independent to the researcher i.e., the researcher can examine an occurrence without changing or being manipulated by it (Struwig and Stead, 2023:14). Epistemology: The features of knowledge It is the learning of the nature of knowledge systems through which one may view the world. "It is obvious that there could be several knowledge systems through which one could come to know reality (ontology). Hence, ontology is inextricably linked to epistemology, as the nature of reality is dependent on how one has come to the view of reality." (Ramrathan, 2017:407) Paradigms: Ways of knowing The conceptualisation of paradigms could be linked to Thomas Kuhn's (1962) notion of a perspective or framework through which one can view the social world. These perspectives or frameworks are governed by dominant paradigms, commonly known as the positivist and interpretivist paradigm. Each of these paradigms hold a particular view about truth, about the terms and concepts consistent within the paradigm and about the process of knowledge construction (Ramrathan, 2017:407). Research Approaches – Qualitative and Quantitative Research According to Struwig and Stead (2023:16), quantitative research is considered a more typical respondent sample. Quantitative research procedures are suited to conclusive research projects where evidence is obtained from samples that are representative of a population. Qualitative research manifests in situations where there is a need to foster a preliminary insight of something. The key role of qualitative research is to initiate ideas or hypothesis that may be attempted through more recognised research. In contrast, each context under quantitative research demands very accurate data, proficient in revealing a concluding course of action. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 18 While the terms qualitative and quantitative differentiates between two different methods of research, the situation is not fairly clear-cut as some would think. All statistics are considered to be soft, and any mode of gathering involves compromises. In addition, the explanation of quantitative data is often of a qualitative nature. What is notable in research is to convert data into information understandings and knowledge (Struwig and Stead, 2023:17). Note Quantitative data indicates to us how many, how much, or how regularly an occurrence takes place in estimates. Qualitative data can assist us to understand why, how, or what occurred behind selected behaviours. Quantitative data is fixed, while qualitative data is subjective and unique. Research Approaches – the Mixed Methods research approach "Mixed methods research involves the production of data through both qualitative and quantitative 2.3.2.5 means. The crucial component of mixed methods research is the relationship between the qualitative analysis and quantitative analysis." (Ramrathan, 2017: 413). There are two types of mixed methods research: 1. The explanatory mixed methods approach starts with quantitative analysis to determine trends and patterns, ensued by qualitative research that gets to explain why such trends and patterns occur (Ramrathan, 2017: 413). 2. The exploratory mixed methods approach commences with qualitative research procedures to establish findings, followed by quantitative research procedures to establish to what extent such findings exist across the target population (Ramrathan, 2017: 413). © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 19  Example A learner-poor performance study could take a mixed methods approach by the researcher doing a case study at a school and exploring this through both mixed methods research. Trends and patterns of learner performance over a period of five years could be established through quantitative procedures, and qualitative procedures could follow up to establish the reasons for such trends and patterns. This type of mixed methods research would be regarded as an exploratory mixed methods approach (Ramrathan, 2017:214). Research Methodology There is often confusion between research methodology and research methods. According to (Ramrathan, 2017: 414), research methodology is a philosophical process of producing data for a study for example, a case study methodology is a procedure of discovering a phenomenon in a constrained classification of operation, such as the schooling context, any organisation, individual of a country. Its intention is to grasp the occurrence as it happens, and as shaped by the existences and situation in which it is observed. Survey is another example research methodology that could be selected across all 3 approaches to research. There are however some methodologies that are only appropriate for certain research approaches. "For example, an experimental design is only appropriate for quantitative studies, visual methodology is only appropriate within the qualitative studies, cohort or tracer studies could be an example of a mixed methods approach, and mathematical modelling can only be selected for quantitative studies." (Ramrathan, 2017:414). Research Methods "These are instruments employed in the research process to collect data from observations, recordings, or participants. Example of data collection methods are questionnaires, interview schedules, observation schedules, document analysis, photovoice, artefacts and memory recall. There are many more methods of collecting information from participants. With today's widespread social networks, interactive sites for communication, such as blogs, facebook and emails could be used for question and response engagement between a researcher and a participant." (Ramrathan, 2017:415). © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 20 The most used research methods are as follows: 1. Questionnaires, which are paper and pen methods of collecting information from participants in research project. Questions are presented in written format and participants are expected to tick closed or categorial responses or write exploratory or elaborate comments. Questionnaires are usually used when data from large sample of participants are needed. 2. Interviews which, as a data collection method, involve a verbal exchange between the researcher and the participant. Planning for this verbal exchange includes the development of an interview schedule, containing questions that will be asked by the researcher of the participants The nature of the interview will determine whether the interview is a structured, semi structured or unstructured questions. 3. Observations, which require the researcher to develop an observation schedule that will direct what the researcher needs to observe There are two types of observations: Observations that can be done from afar, which involves the observer watching from a distance and not interfering with or being included in the field of observation. The observer records the observations without interacting observation field. And one can also observe a phenomenon while interaction within the field of observation. In this instance, the method of observation is referred to as participant observation. (Ramrathan, 2017:416) Sampling and Participants Ramrathan (2017:417) states that sampling as a participant choice process is a significant step in in the design of one's research. "For quantitative research- and projects located largely in the positivist paradigm – the use of population and sample is most appropriate, while in qualitative research and anti-positivist research reference to participants would be a good paradigmatic match. Samples are a subgroup of a particular category of objects or creatures. Sampling, then is a practice of removing matters, subjects, or participants from the recognised actual classification of objects or creatures. There are several kinds of sampling, random sampling, purposive and stratified sampling". Struwig and Stead (2023: 116-119) the sampling method is influenced mostly by the type and idea of the research and the varieties of information desired. In most positivist and quantitative studies, probability sampling processes are favoured, as generalisability extrapolation and predictability are the key purpose of the research study. In anti-positivist and qualitative studies, non- © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 21 probability sampling processes are usually used to identify the participants appropriate for the study. In these kinds of study, illumination, understanding and emancipation may be the key purposes of the research study. Writing Activity 1 Read pages 116 to 119 of Struwig, F.W. and Stead, G.B. 2023. Conducting Research. Identify and write down the characteristics of purposive sampling. 2.3.3 Developing a research proposal A research proposal is considered as a road map, passport and itinerary on the research journey, suggesting that it is detailed, precise and coherent plan for conducting a research project (Chetty & Ramrathan in Ramrathan, 2017:420). The following key areas of a generic proposal will be discussed. Title of the research project "The title of the proposal is the first item that attracts the reader's attention and therefore it should encapsulate the entire study in a short statement." (Chetty & Ramrathan, in Ramrathan, 2017:422). A good title captures the essence of an intended project and also helps to place boundaries around it. A good research topic is characterized by the following:  There should be a need for research in the stated field;  the research methods to conceal the research topic should be reachable;  the completion dates for the research should be genuine;  the research should cover a field where more research is desired rather than a field than a field that has been completely researched; and  the topic should interest you and be within your research abilities. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 22  Research Project Title Example TOPIC: "Student Teachers' beliefs about the Teachers Role in Inclusive Education". Introduction-background, problem statement, aims and objectives The introduction to the research study should be at a level that is easy to understand and attract the attention of the reader who could have general knowledge of the topic as well as someone who is an expert on the topic. The introduction needs to contain some crucial information, such as the background of the research which sets the background of the proposed study. This would constitute the focus of the research. The problem statement; a good problem statement will provide direction to the research. There is a need to describe what exactly is the problem. In order to write an effective problem statement, the research problem leading to the study must be clearly identified. The researcher should demonstrate why the problem is meaningful by using references that support the requirement to probe the problem. The researcher should clarify the area of concern, or what needs to be studied and review what is known about the research topic" (Ramrathan, 2017:424). Note Ask yourself the questions below to help you name the main problem:  What is the purpose of the study?  How much is already known  Should the research be conducted?  Is additional background information necessary?  Can a hypothesis be formulated?  What is to be measured?  Can the data be made available? © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 23  Problem Statement Example The intention of the study is to investigate, Student Teachers' beliefs about the Teachers Role in Inclusive Education". The aims and objectives, within the introduction to the study includes statements about the aims, objectives or purpose of the research study. Where feasible the objectives could be divided into main and subsidiary objectives. These should be precise statements (Ramrathan, 2017:424). Research questions Having chosen the focus of your study in the aforementioned section, the next step is to formulate a research question, with sub questions. The researcher could use which, how, what, why and where. Remember when crafting the research questions, all questions must relate to the purpose statement. Each question should be linked to each other. Research Questions Example 1. What are student teacher's beliefs about teacher's roles in Inclusive education? 2. What are the roles of Teachers in Inclusive education? 3. Why are practicing teachers' beliefs about the roles of the teacher in Inclusive education important? Literature review Vital and Jansen (2010:14) state that a literature review is mandatory in all research proposals. A literature review proposes a combination of issues already been written on the topic, and what has not been mentioned on the topic, or is written in a way that is theoretically or methodically insufficient with the objective of describing how the researcher's proposal reports 'the gap', silence or weaknesses in the prevailing familiarity of the topic. Vital & Jansen (2010:14) add that when structuring a literature review, the researcher provides an explanation why the research is critical and requires to be done. The general aim of the project is described so the reader understands what the target of the research is. It provides most historically and most newly published © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 24 research proving that the researcher is informed of all the literature in the selected field. It is important that the researcher focus is specifically on the topic. Some points to consider when writing a literature review: Struwig and Stead (2023) point out that:  A literature review is a casual evaluation of the existing research on the topic that is to be studied  It shows that the researcher has read widely and intensively on the topic. This is essential for the reliability of a clearly written informed literature review.  A literature review is a crucial analysis of the existing study, not an open ended, lengthy explanation of who stated what about the topic.  A literature review is goal focussed. The goal is to recognize restrictions in the existing research on the issue to validate the proposed research.  In preparing for a literature review, gradually narrow down interpretations of the literature as close as likely to the topic. Reading Activity 2 Read pages 28 to 37 of your prescribed textbook: Struwig, M., and Stead, G.B. 2023. Conducting Research 1st ed. Data collection plan The method of investigation should be thoroughly associated with the purposes and focus of the research. First the choice of research methods of collecting data should be decided upon. The researcher needs to argue why these are the most appropriate methods of collecting data for the study. The explanation of a data collection plan contains the following elements:  A common methodical orientation  The research constraints within which the information will be collected  The research tools (Vithal and Jansen, 2010:20). Sources of data collection that researchers could consider:  Surveys documents record  Artefacts  Photographs © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 25  Oral history  Journals  Questionnaires  Interviews  Cases accidents  Focus groups  Audio tapes videos  Conferences.  Observations  Letters  Furniture  Statistics  Playgrounds  Biographies  Posters  Tests  Registers  Body language  Music  Critical incidents newspapers journals. Questions for developing a data collection plan:  Why is the data being gathered?  What is the research approach?  Who or what will be the bases of data? Where is the data to be collected?  How many of the data sources will be measured?  How often will the data be gathered?  How will the data be accumulated?  Explain this plan of collecting data by asking: Why is this the best way to collect the data? (Vital and Jansen 2010:20). Sampling According (Leedy and Ormrod, 2010), sampling is a method of choosing the most appropriate research method to generate data for a study. Leedy and Ormrod (2010) add that there are several types of sampling, the most common being random sampling and stratified sampling. This process is largely dependent on the nature and purpose of the research and types of data needed. Sampling process is usually to identify the participants appropriate for the research (Leedy and Ormrod, 2010). © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 26 Data analysis The final aspect of the research methodology section of the proposal focuses on how the data produced through the methods employed will be analysed. This should be outlined in a few sentences, for example would the data be transcribed from audio to written format, would the data be translated from one language to another. The first step will be to determine how the data will be organised and how the data will be handled in order to produce the categories of analysis will be done. Leedy and Ormrod (2010) add that information could take the form of content analysis, thematic analysis or discourse analysis or a combination (Chetty and Ramrathan, 2017:424). Workplan or timeframe The workplan outlines the processes of the research project up to the completion stage. The stages and potential outputs should be listed as well as the timeframes needed. This is important as it guides the researcher with regards to time management towards completion of each stage of the project (Ramrathan, 2017:424). Ethical Considerations "For a research proposal, several issues of research ethics are significant, especially protecting the rights of participants, protecting participants from any form of discomfort or hurt (physical and emotional), and ensuring a full disclosure of the research agenda and process. The research proposal should indicate whether ethics approval is required, and ethics approval should be applied for through the relevant faculty ethics committee" (Ramrathan, 2017:429). Some information on confidentiality, anonymity, and informed consent with regard to participating in the study should be provided. Research Activity 1 Watch the following YouTube video on ethics in research: https://www.youtube.com/watch?v=mtLPd2u4DiA © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 27 2.3.4 Report writing Research reports are documented information formulated by researchers and statisticians after scrutinising the data concluded by performing planned research. Research reports are typically, in the form of reviews or qualitative methods. A research report is a trustworthy resource to verify descriptions about managed study. The research report and its subsections might typically be listed as follows:  Title page  Forward and acknowledgements  Summary of the study  Declaration  Table of contents Research Report Format Example 1. Introduction 2. Background and statement of the problem 3. Literature Review 4. Theoretical Framework 5. Methodology / Research Design 6. Data Analysis 7. Discussion and Summary 8. Recommendations 9. References 10. Appendices Reading Activity 3 Read pages 170 to 185 of your prescribed textbook, Conducting Research by Struwig and Stead to understand how to write up a research report. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 28 2.3.5 Research presentations What is a research presentation? The intention of a research presentation is to disclose the findings with the world. When done well, it helps realise substantial levels of impact in front of groups of people. Presenting the research paper as a demonstration also communicates the subject matter in powerful ways. (Struwig and Stead, 2023) A beautifully designed research presentation should:  Explain the significance of your study.  Clearly state your findings and the procedure of analysis.  Get beneficial response from others in your community to highlight your study.  Allow the audience to absorb more about your work or peruse your research paper. What is the purpose of the presentation? "Initiating the design process without deciding the purpose of your production is like creeping in the dark without knowing the destination. You should first know the purpose of your presentation before creating it. The objective of a research presentation can be defending a dissertation, an academic job interview, a conference, requesting for funding, and various others. The rest of the process will be subject to the purpose of your presentation." Self-reflection Activity 1 Watch the following video and reflect on how to prepare an oral research presentation: https://www.youtube.com/watch?v=LzIJFD-ddoI © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 29  Summary As a teacher, one of the most important roles is to facilitate the learning process by providing guidance and support to students, teachers create appositive and inclusive learning environments, develop lesson plans and deliver engaging and interactive instruction. They assess students' progress and provide feedback to help them improve and achieve their academic goals. Additionally, teachers foster social and emotional development, promote critical thinking and encourage creativity. In terms of research development, teachers play a significant role in conducting and contributing to educational research. They identify research topics, design studies, collect and analyse data and draw conclusions to enhance their teaching practices. Through research teachers can identify effective teaching strategies, discover new methods and contribute to the existing body of knowledge. In the field of education, report writing is another crucial aspect of a teacher's role. Teachers wrote reports to communicate students' academic progress and identify areas for improvements. These reports provide comprehensive overview of students' achievements strengths and weaknesses and offer suggestions for further development. Additionally, teachers may write reports on their own research findings or other educational initiatives. They are involved in research presentations which allow teachers to share their findings and innovative ideas with their professional community. Their presentations can be delivered at conferences, workshops or other educational settings. Teachers use these opportunities to present their research methodology, data analysis and conclusions as well as to engage in discussions and receive feedback from their peers. Research presentations are essential in disseminating knowledge, learning and collaboration for collective growth of the teaching profession. Self-Assessment Questions 1. Why is it important for teachers to be researchers? 2. What are some of the outcomes of teachers' research? 3. Identify the steps in the research process. 4. Define the term literature review. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 30 5. Explain the difference between qualitative and quantitative research. 6. How would you communicate the subject matter of your research during a presentation? © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 31  Topic 3: Language Issues around Teaching and Learning 3.1 INTRODUCTION This topic relates to the following module outcome:  Interrogate language issues with the view to identifying challenges faced by learners and teachers within diverse classrooms. In this topic, you will gain knowledge in the following areas: 1. Language in Education Policy 2. Language and multi-cultural issues 3. Language across the curriculum 4. Language issues in the classroom and school 5. Language and literacy development 6. Challenges of English as the Language of Learning and Teaching (LOLT) Prescribed Readings 2020. Education Studies 2 Course Reader. 1st ed. STADIO. Language in Education Policy Act 27 of 1996. https://www.gov.za/sites/default/files/gcis_document/201409/languageeduc ationpolicy19971.pdf [Accessed: 10.04.2024]. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 32  Recommended Readings  Wessels, M., and Van den Berg, R. 2005. Language Learning. South Africa: Oxford University Press.  Ferreira, A. 2016. Teaching Language. South Africa: Macmillan. 3.2 LANGUAGE IN EDUCATION POLICY The Language in Education Policy (LIEP) devised in 1997, draws on the values expressed in the Constitution of the Republic of South Africa (1996) to construct a language policy (Ferriera, 2016:28). This is the policy of added Multilingualism (which will be discussed in the next section). The assumption is to develop and retain a learner's mother tongue while teaching him or her additional languages along with the mother tongue. The LiEP refers to research that suggests that understanding in the mother tongue has intelligent and emotional benefits. (Ferriera, 2016:28). The National Curriculum Statement (NCS) consolidates these rights and policies outlining the additive approach that schools uphold Multilingualism. (National Curriculum Statement:4)  All learners study their home language and at least one additional official language.  Learners develop competency in their additional language, while their home language is retained and improved.  All learners study an African Language for at least three years by the completion of the General and Education Training band. 3.2.1 National Language rights and policies As a professional teacher, you need to be acquainted with the language rights and policies which have been set in place in South Africa. The Constitution of the Republic of South Africa (1996) and the Language in Education Policy Act (1997) have responded to these rights and policies (Ferriera, 2016:28). © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 33  Note Please note that your Lecturer will unpack and explain in detail, The Constitution of the Republic of South Africa (1996) and the Language in Education Policy (1997). 3.3 LANGUAGE AND MULTICULTURAL ISSUES Multi-culturalism is related to several topics and identities involving race, religion, ethnicity, cultural, sexual orientation, or disability. Everyone is exposed to different cultures, customs, beliefs and practices. The ability of language to generate harmony or discord among people demonstrates one of the significant factors about language: which is that language wields power (Moodley, 2015:2). The power of language is not static, its dynamic attribute is seen in the way power shifts across time and context – political, economic, social religious, psychological and emotional (Moodley, 2015:2). Teachers who encourage diversity within their educational milieux accommodate and acknowledge learners who have different socio-economic backgrounds, ability levels, ethnicity and linguistic backgrounds, with the intention of redressing inequalities (Ramrathan et al., 2017:58). It is vital that teachers recognise the different nature of South African society and teach appropriately (Ramrathan et al., 2017:58). The teachers approach to language is a key component of addressing diversity. Research Activity 2 Research the South African official languages and the number of people that speak each language. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 34 3.4 LANGUAGE ACROSS THE CURRICULUM According to Vollmer (2006)," Language Across the Curriculum (LAC) as a concept acknowledges the fact that language education does not only take place in specific subjects clearly defined and reserved for it, such as mother tongue education, foreign language education, second language education etc.). Language learning and education also happens in every subject in school, and in every academic / mental activity, across the entire curriculum – whether we are aware of it or not. This reflects the latest research findings on Reading Comprehension (which is compulsory broadly in each non-linguistic subject- matter in learning and teaching), and with understandings that LS/L1 as a subject in school cannot be exclusively liable for language education; the development of language skills and abilities must be integrated also into subject-specific teaching". (Vollmer, 2006) Research Activity 3 Access the following article to learn about language across the curriculum. https://perlinguam.journals.ac.za/pub/article/view/991/799 3.5 LANGUAGE ISSUES IN THE CLASSROOM AND SCHOOL Language issues in the schools and classroom refer to the challenges faced when it comes to linguistic diversity and communication barriers among students and teachers. These issues can have a significant impact on student's learning and educational outcomes. Here are some important points to consider:  Multilingualism – many modern classrooms are characterised by linguistic diversity with students speaking different languages as their first language. This can create challenges in instruction and communication as teachers need to cater to different language proficiency levels.  Limited English proficiency students – Schools often have students who are learning English as a second language or have limited proficiency in © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 35  English. This creates additional hurdles for these students as they try to understand and engage with the curriculum.  Educational equity – Language issues in the classroom may affect educational equity as some students may not have special opportunities to fully participate and benefit from instruction if they are unable to comprehend the language used in the classroom (Fernandez, 2020:407-428).  Lack of resources – Schools may face budget constraints when it comes to providing appropriate resources and support to students. These resources can include bilingual instructional materials, trained bilingual teachers, and language assessment tools.  Inclusion and integration – Language issues can affect the integration of students from diverse linguistic backgrounds. Students who do not share a common language may find it challenging to socialise and develop peer relationships.  Communication barriers – Language differences can hinder effective communication between teachers and students. This can make it difficult teachers to accurately assess students understanding, provide feedback and address any misunderstandings and misconceptions.  Language acquisition support – Schools need to provide specialised support and intervention for students with language issues.  Cultural awareness issues often overlap with cultural differences. Teachers should be culturally sensitive and aware of different cultures (Snell & Andrews, 2018:247-264).  Teacher training and professional development – educators need training and professional development opportunities to enhance their skills in addressing language issues.  Parental involvement – Parents play a vital role in addressing language issues in schools. (Hussain & Hashim, 2020). Self-Reflection Activity 2 Read the following article to understand some of the challenges that are faced in South African schools and the classroom. https://repository.hsrc.ac.za/bitstream/handle/20.500.11910/2677/8038.pdf ?sequence=1 © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 36 3.6 LANGUAGE AND LITERACY DEVELOPMENT Language and literacy development play a vital role a child's overall growth and academic success. Children need to develop a variety of languages and literacy skills to effectively communicate and understand the world around. Some of the key skills are:  Phonological awareness-understanding the sounds that make up words such as rhyming, blending, and segmenting sounds.  Vocabulary – building a strong vocabulary by learning and understanding new words.  Reading comprehension – ability to understand and interpret written text.  Writing skills – Expressing thoughts and ideas coherently through writing.  Fluency – Reading and speaking fluently and with ease.  Critical thinking, making connections and drawing on conclusions (Reading Rockets www.readingrockets.org). Note Please note that your Lecturer will upload videos and relevant literature to unpack and explain in detail language and literacy development in young learners. 3.7 CHALLENGES OF ENGLISH IN TEACHING AND LEARNING English language teaching and learning face several challenges that can impact the success of both instructors and students. One of the primary challenges is the diversity of English learners (Smith, 2018). Students come from various linguistic backgrounds, leading to language proficiency levels and learning styles. This diversity can pose challenges for educators in effectively adhering the needs of all students. Another challenge is the lack of resources and support for English language education. In many cases teachers may not have success to sufficient teaching materials, technology, or professional development opportunities. This can hinder their ability to provide instruction and support student learning effectively. (Browns & Lee, 2020:45-64). © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 37 Furthermore, the complexity of the English language itself presents challenges for learners English is known for its irregular spelling and pronunciation rules, as well as its vast vocabulary and complex grammar structures. Additionally, cultural differences can impact English language teaching and learning. Students from different cultural backgrounds may have varying levels of familiarity with English speaking cultures which can affect their motivation and engagement in language learning process (Johnson, 2017:387-401). Writing Activity 2 Read the following article and write down the steps that could help students improve their English skills. https://owlcation.com/academia/amaado © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 38  Summary The Language in Education Policy focuses on how language is used as a way of education in schools, seeking to promote bilingualism or multilingualism. It addresses language issues that arise in the classroom settings, such as the importance of recognising and supporting students' diverse language backgrounds. Literacy and language development are key needs for students to develop strong reading, writing and communication skills. One of the challenges facing learning English specifically from different linguistic backgrounds is not having equal access to education. Teachers may need to adapt their teaching methods to support English learners effectively while also catering to students who are proficient in English. Overall, the goal is to generate an inclusive education context that values linguistic diversity which supports all learners in their language development. Self-Assessment Questions 1. How does Language play a crucial role in education? 2. What are some strategies to support language and literacy development? 3. What are common language issues in schools and how can they be addressed? 4. How can teachers promote language development among students with different linguistic backgrounds? 5. What roles does language proficiency play in academic achievement? © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 39  Topic 4: Sociological Perspectives as a Critical Issue 4.1 INTRODUCTION This topic relates to the following module outcome:  Critically discuss various sociological perspectives that impact teaching and learning within the South African context. In this topic, you will gain knowledge in the following areas: 1. Sociological concepts: socialisation, social identity, social roles, prejudice, discrimination, stereotypes 2. Sociological impacts of teaching in a culturally diverse school context 3. Gender issues: - Biological determinism versus social construction of gender - Socialising forces: gender in the media and in education - Gender-based violence - Gender discrimination and patriarchy - Gender issues within the school context 4. Religion Education and religious tolerance Prescribed Reading  2020. Education Studies 2 Course Reader. 1st ed. STADIO. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 40  Recommended Readings  Tatum, B. 2000. Theoretical foundations. In: Adams, M., Blumenfeld, W., Castaneda, C., Hackman, H.W., Peters, M.L. and Zúniga, Readings for diversity and social justice 2nd ed. New York: Routledge.  Landsman, J.G. and Lewis, C.W. 2023. Introduction a Call to Action and Self-Reflection for White Teachers in Diverse Classrooms. In: White teachers / diverse classrooms (pp. 1-8). New York: Routledge.  Lemmer, E.M., Meier, C. and Van Wyk, J.N. 2006. Multicultural education: an educator's manual. Pretoria: Van Schaik.  Meier, C. and Hartell, C. 2009. 'Handling cultural diversity in education in South Africa'. SA-eDUC Journal, 6(2):180-192. 4.2 SOCIOLOGICAL CONCEPTS: SOCIALISATION, SOCIAL IDENTITY, SOCIAL ROLES, PREJUDICE, DISTRIMINATION AND STEREOTYPES Social concepts refer to the ideas, theories or frameworks that help us understand and analyse various aspects of human social behaviour and interactions. These concepts serve as a lens through which we can comprehend and explain the complexities of society culture and relationships. (Aronson, Wilson & Akert, 2019). Socialisation is a method of how people learn and internalise norms, morals, and behaviours of a particular society. It serves as a foundation for individuals to develop a sense of belonging and understanding of societal expectations. Social identity refers to of a person's self-perception based on their connection in various social circles. These groups can include classifications such as nationality, ethnicity, race, religion and socio-economic status. Our social identities play a vital role in shaping our beliefs, attitudes and behaviours, as well as influencing our interactions and relationships with others. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 41 Social roles are a set of behaviours, rights, and obligations expected from individuals within a given social group or society. These roles define how individuals are expected to behave or act in various situations. Prejudice, discrimination, and stereotypes are closely intertwined and have a significant impact on social interactions. Prejudice refers to preconceived opinions, attitudes, or feelings towards persons or groups built on their preconceived appearances such as race, sexual role or religion. Discrimination involves treating individuals or groups unjustly or unfairly due to their preconceived differences Stereotypes on the other hand are generalised beliefs or assumptions about a particular group, often oversimplified and based on limited information (Brown, 2011). Note An introductory PowerPoint in pdf form will be uploaded onto the Canvas page that introduces sociological vocabulary which will be used throughout these topics. Please access it and familiarise yourself with all the terms you will need. 4.3 SOCIOLOGICAL IMPACTS OF TEACHING IN A CULTURALLY DIVERSE SCHOOL CONTEXT In today's globalised world, educational institutions are being increasingly populated with classrooms comprising of diverse learners. Here we explore the sociological impact of teaching in culturally diverse school contexts, the challenges and benefits of such an environment, the manifestation of cultural diversity in education, and the strategies employed by educators to foster a positive learning experience for all students. Student diversity in schools encompasses a wide range of factors such as ethnicity, race, language, religion and socioeconomic backgrounds. The varying perspectives, traditions, and values brought by students from different cultures contribute to a rich learning environment (Banks, 2019). Teaching workforce – the diversity of the teaching workforce also plays a significant role in promoting cultural understandings and empathy among students. Research shows that having teachers from various backgrounds can © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 42 enhance the academic achievements and social development of students from different cultures (Villegas & Lucas, 2002). Now, let's look at the challenges and benefits of teaching in culturally diverse environments. Challenges of teaching in culturally diverse contexts: 1. Language differences can pose a significant barrier to effective education. Teachers face challenges of accommodating students' language needs, fostering language acquisition and ensuring equitable access to the curriculum (Cummins, 2000). 2. Negative stereotypes, bias and cultural prejudices can adversely affect the learning experiences of students from diverse backgrounds. Educators must be cognisant of these issues and work towards creating an inclusive and equitable learning environment (Cummins, 2000). Benefits of teaching in culturally diverse contexts: 1. "Teaching in culturally diverse school contexts allows educators to develop cultural competence and become more sensitive to the needs and experiences of students from various backgrounds. These experiences contribute to their professional growth as they learn to adapt teaching to acquire the various needs of students" (Banks, 2004:2-35). 2. Exposure to various cultural perspectives promotes critical thinking and encourages students to develop a broader understanding of the world. Cultural diversity encourages students to question assumptions, challenge stereotypes and foster empathy towards others (Wangari, 2017). Here are some strategies for fostering a positive learning experience for students and teachers when teaching in a culturally diverse school: First, teachers need to implement culturally relevant pedagogy that acknowledges and integrates students' cultural identity and facilitates academic achievement (Ladson-Billing, 1995). Also, teachers should be provided with intercultural communication training. This helps them to develop effective strategies for communication and collaborations with diverse students and families. These training programmes enhance teachers' cultural awareness and sensitivity (Kosnik, Peck & Woo, © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 43 2018:). Teaching in culturally diverse school contexts creates a unique sociological impact on students and educators. By embracing the benefits of cultural diversity while addressing the challenges, schools can foster a positive and inclusive learning environment. Teachers' cultural competence, intercultural communication skills, and implementation of culturally relevant pedagogy are a crucial for supporting the academic and social development of students from diverse cultural backgrounds. Self-reflection Activity 3 Read the following article to understand the sociological impact of teaching in culturally diverse classrooms. Marvi, K. 2023. Impact of Cultural Diversity in Classrooms of Secondary Schools. Creative Education, 14:197-211. doi: 10.4236/ce.2023.141014 [Accessed: 23.06.2024]. 4.4 GENDER ISSUES Let's now look at how gender and gender issues impact students and teachers in the classroom. First, the debate between biological determinism versus social construction of gender. This debate between biological determinism and social constructive theories seeks to understand the origin of gender differences. Biological determinism argues that the innate biological factors primarily shape gender and identity and behaviour. Conversely social constructionist asserts that gender is a social construct influenced by cultural norms, traditions and societal expectations, much studies evidence for the social construction of gender indicating that gender roles and behaviours are learned rather than predetermined by biology (Martin, Wood and Little, 2016; Lorber, 2012). Scholars argue that gender development is a multifaceted process influenced by socialisation agents including family, peers, media and education. Next, the role that the media plays and how the education system can also impact a student's understanding of gender – the media plays a significant role in shaping and reenforcing gender stereotypes. Portrayals of gender in media often perpetuate harmful stereotypes and contribute to the maintenance of © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 44 gender inequality (Busy and Bandura,2004). Similarly, the education system is not immune to perpetuating gender biases and gender segregation., limiting opportunities for individuals to challenge traditional gender roles (American Association of University Women, 2015). It's also important to keep in mind the impact of gender discrimination and gender-based violence. Gender-based violence remains a global concern affecting millions of individuals worldwide. This form of violence disproportionately targets women and girls leading to several psychological and social consequences. Research suggests that gender-based violent behaviour is severely embedded in gender discrimination where authority differences and social norms tolerate and effect such violence (Heise, 2011). Gender discrimination whether overt or subtle, remains prevalent across various societies. It manifests in unequal access to resources, opportunities and decision-making power. Patriarchy, as the dominant social system, enforces and perpetuates gender discrimination. It defines masculinity as contributing to oppressive gender norms and roles (Archer, 2016). The school environment plays a crucial role in shaping students' understanding and experience of gender. Schools can either reinforce traditional gender norms or challenge them through inclusive policies and practices. However, research indicates persistent gender biases within the school, including inequitable treatment, gender based bullying and limited representation of women in academic curricula (Lingard, Martino & Rezai-Rashti, 2012). Self-Reflection Activity 4 Watch the following video to better understand gender-based violence: https://www.youtube.com/watch?v=JZqAuRa7o7w 4.5 RELIGION EDUCATION AND RELIGIOUS TOLERANCE Religion education plays a significant role in shaping individuals understanding of different religious, traditions and promoting religious tolerance in society. Jackson (2004) highlights the importance of religion education in promoting religious tolerance and handling diversity within the educational settings. It © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 45 emphasises the need for educators to provide a balanced, inclusive and unbiased understanding of different religious traditions to cultivate respect and tolerance. According to Peters (2020) a balanced approach in religion education is one that combines the teachings of different religious traditions with values education. He suggests that this approach can foster religious tolerance by enabling students to appreciate the values and ethical teachings found across diverse religions. Well-designed education programmes can positively influence individuals' attitudes towards religious diversity and encourage more inclusive and tolerant behaviour (Nagata, 2021:133-153). Appropriate study and understanding of religious traditions as facilitated by religion education, can challenge stereotypes and misconceptions, ultimately fostering religious tolerance and countering violence (Appleby & Sisk, 2020). Historical perspectives on religion education and government involvement reflects on challenges faced by various societies in providing religion education that promotes tolerance, highlighting the importance of implementing inclusive and open-minded approaches (Donnelly, 2013). © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 46  Summary Teaching in diverse classrooms has various sociological impacts. The diversity of student's backgrounds, cultures and experiences can enrich the learning environment by fostering critical thinking, empathy, and understanding across different perspectives. However, it can also present challenges, such as, the need to address inequalities, tackle stereotypes and create inclusive spaces for all. Gender issues in education also have significant sociological implications. Traditional gender roles and biases can influence students' experiences and opportunities and expectations within educational settings. Sociological concepts like gender socialisation, intersectionality and patriarchy provide insight into the complex dynamics at play. Addressing gender issues in education is crucial for promoting equal opportunities, dismantling gender stereotypes and empowering students of all genders. Religion education and religious tolerance are important sociological aspects of teaching about various religions helps students understand different belief systems and cultural practices and worldviews, fostering religious literacy. This education can promote religious tolerance, respect, and understanding among diverse groups. However, the teaching of religion also raises questions about power dynamics, secularism and the inclusion of marginalised or non-dominant and valuing diverse religious identities, while respecting the boundaries between personal beliefs and public education religious perspectives. Overall, addressing these sociological impacts in teaching helps cultivate inclusive classrooms and prepares students to navigate a diverse and interconnected world. Self-Assessment Questions 1. What are the common gender issues encountered in schools? 2. Why is it important to address gender issues in education? 3. What strategies can be employed to effectively teach in a diverse classroom? © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 47 4. How can teachers ensure that religion education is inclusive? 5. Why is it important to teach about diverse religions in schools? 6. What is the role of cultural competence in teaching in a diverse classroom? © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 48  Topic 5: Inclusive Education 5.1 INTRODUCTION This topic relates to the following module outcomes:  Explain fundamental knowledge of Inclusive Education and integrate this knowledge to create environments that value all learners.  Investigate and discuss barriers to teaching and learning with a focus on diversity, social justice and inclusivity.  Consider socio-economic barriers present in South African classrooms and explain their effects on the learning potential of learners.  Clarify the Screening, Identification, Assessment and Support (SIAS) Policy (2014) and how it is implemented in practice within a diverse South African context.  Display an understanding of curriculum differentiation as a response to dealing with learners with barriers to learning. In this topic, you will gain knowledge in the following areas: 1. The concept of Inclusive Education (Department of Education, 2001) 2. The medical versus the social model 3. The three types of schools: mainstream, full-service and special schools 4. The concept of barriers to learning: - The definition of barriers to learning - Types of barriers common in South African schools - Socio-economic barriers as a specific focus 5. The Screening, Identification, Assessment and Support [SIAS] Policy (2014): - Outline of the process of SIAS - The Learner Profile: identifying vulnerable learners - The Support Needs Assessment and the Individual Support Plan - Differentiation of the curriculum - School-based support and District-based support - Support and collaboration within the community and specialist services 6. The role of concessions © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 49  Prescribed Reading  Education Studies 2 Course Reader. 1st edn. STADIO. Wize Books. 2020. Recommended Reading  Bornman, J. and Rose, J. 2017. Believe that All Can Achieve. 2nd ed. Pretoria: Van Schaik. 5.2 THE CONCEPT OF INCLUSIVE EDUCATION (EDUCATION WHITE PAPER 6, 2001) Inclusive Education has emerged as a progressive framework aiming to expand educational opportunities and ensure equity for all learners particularly learners with special educational needs. Education White Paper 6 (Department of Education, 2001) is a policy document that outlines a comprehensive strategy for achieving inclusive education. The document emphasises the significance of transforming the education system to adapt to the diverse needs of all students, thereby promoting social justice and equity. Inclusive education is rooted in the principle that children, irrespective of their physical, intellectual, social or emotional conditions, should participate fully in mainstream schooling. It involves reforms and practices that embrace diversity and remove barriers to learning, ensuring that classrooms are accommodating and supportive environments for every student. The goal is not merely to include learners with disabilities into the existing system, but to fundamentally change the system to better serve all students. © STADIO (Pty) Ltd Education Studies 2 EDSB172 2024_08 50 Education White Paper 6 outlines several key principles that guide the implementation of inclusive education: 1. Human rights and social justice: Education is an essential human right. Ensuring equal admission to valuable education promotes social justice and democratisation of society (Department of Education, 2001). 2. Valuing diversity: The policy acknowledges that diversity enriches the learning environment. It calls for recognising and valuing differences in students' abilities, backgrounds, and experiences. 3. Participation: All students are rightfully entitled to participate fully in learning programmes. 4. Empowerment: Inclusive education seeks to empower learners by providing them with the expertise and knowledge required to thrive academically and socially. 5. Accessibility: Removing physical, attitudinal, and systemic barriers to learning is imperative. Key strategies for implementation: 1. Systematic change: Transforming the entire educational approach to respond to the wide array of learning demands This involves policy reform, resource allocation and capacit