Guidelines for language teachers in assisting disadvantaged learners in the junior primary phase

• Main Author: Joshua, Jennifer Joy
• Other Authors: Du Toit, L.
• Format: Others
• Language: en
• Published: 2015
• Subjects: Language acquisition; Junior primary children; Disadvantaged learners; Restricted and elaborate language codes; Expressive and receptive skills; Aid programmes and strategies; Academic performance; Inequalities in educational system; Compensatory education; Socio-economic status; Poverty; Health and family size; Parental involvement in education; Reading programmes; In-service and Pre-service teacher training; 371.9700968 JOSH; Special education > Language arts; Children with disabilities > Education > Language arts; Language and education > South Africa; Education > Parent participation > South Africa; Language acquisition > Handbooks
• Online Access: http://hdl.handle.net/10500/17031

The Junior primary teachers have the task of catering for the needs of pupils of varying abilities in their charge. With the admission of culturally different groups of children (many of them from disadvantaged communities) to schools previously accustomed to having one cultural group, this task of catering for the needs of pupils presents a problem as teachers are not trained to deal with disadvantaged children. The aim of this study was to formulate scientifically sound guidelines according to which class teachers can plan and implement language programmes for disadvantaged learners. In order to formulate such guidelines, a theoretical investigation was undertaken on normal language development and on the effects of disadvantagement on the scholastic and language performance of the child. Various programmes available for disadvantaged learners which are being implemented in other countries were evaluated. On the basis of these findings guidelines were suggested to class teachers for planning language programmes for disadvantaged learners. === Teacher Education === M. Ed. (Orthopedagogics)