English oral proficiency of grade 12 learners in selected private and public schools in Gauteng.
Maluleke, Vukosi Linah
Maluleke, Vukosi Linah
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Abstract
This study explores reasons for the difference in the level of the English oral proficiency of Grade 12 English Second Language learners in selected private and public schools in Gauteng. The difference in the level of English language proficiency is observed to be caused by a number of sociolinguistic factors exerting an influence on the learners and the teaching and learning environment. Learners from private schools are perceived to perform better than learners from public schools regarding English oral proficiency. This study investigates the reasons for the difference in oral proficiency in the two above-mentioned teaching and learning environments. Learners from public schools struggle to speak English fluently and correctly. This study deals with the responses of stakeholders and FET Grade 12 learners in Gauteng in order to elucidate the difference in performance. Bronfenbrenner’s ecosystemic model served as theoretical lense. A mixed-methods approach was used involving focus group interviews, document analysis, observations and quantitative analysis of marks obtained for oral performance. The idea was to gain new information from better performing schools in order to assist those who lack the required level of English language proficiency. The findings reveal that learners attending private schools have an advantage when it comes to circumstances promoting good oral marks. They performed much better than the learners in public schools. It is recommended that public schools should interact with English first language learners and draw on the experience of the teachers at private schools to upgrade their level of oral proficiency. Public schools need financial assistance to expose their learners to technology to facilitate the learners English oral proficiency development.
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Submitted in partial fulfilment of the requirements for the Degree of Magister Technologiae: Language practice in the Department of Applied Languages Faculty of Humanities.
Date
2018-07-01
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Tshwane University of Technology
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Keywords
English proficiency, Oral communication, Grade 12 learners, School type comparison, Language education