Research (Data Collection) Methods /Instruments

The data collection method consisted of biographical questionnaires, teacher interviews, classroom observations and audio-recording of lessons. A maximum of 8 teachers were required to fill out a biographical questionnaire prior to being interviewed. The classroom observations specifically focused upon Grade 6 English Home Language (EHL) lessons as it represents the end of a phase, nearing the beginning of a new phase, thus distinguishing what learners should already know in preparation for the senior phase. The observations consisted of 5 English lessons (per school) which were also audio-recorded. In triangulating the research methods and research instruments, sufficient information regarding the teaching and learning of language structures and conventions was acquired. The discussion below will follow the order of methods used during the research and data collection process.

3.5.1. Biographical Questionnaire

The Intermediate Phase (Grades 4 - 6) EHL teachers and the Head of the Intermediate Phase for EHL were requested to fill in a short biographical questionnaire (App. C) consisting of 16 questions. The aim of the biographical questionnaire was to obtain certain information about the participants, specifically focusing on the language proficiency and teaching experience of the interviewee participants. The questions are used in collaboration with the data analysis procedure in the following Chapter.

3.5.2. Interviews and interview-schedule

Interviews are considered a predominant mode of data collection in qualitative research (Greeff, 2002). This study consisted of face-to-face interviews at the public and independent school where a semi-structured interview schedule (App. D) was used (Creswell, 2013; Leedy & Ormrod, 2010; Babbie, 1998). The interviews only incorporated intermediate phase (Grades 4-6) EHL teachers and the HoD of the Intermediate Phase for EHL at the public and independent school. Schurink and Schurink (2011) claim that interviewers and interviewees play an active role in the data collection process, further enhancing the meaning-making process. The participants were interviewed either during their lunch hour or after school hours (at school) at a time most convenient for the participant. In total there were 8 interviewees. Interview questions related to the teaching and learning of language structures and conventions in the Intermediate Phase EHL classroom.

Ryan, Coughlan & Cronin (2009) advocate that semi-structured interviews are flexible in obtaining information, making provision for unexpected responses through the emergence of open-ended questions. The interviews mainly focused on the teaching and learning strategies and challenges experienced in and out of school. The interview questions acted as a guideline during the interview process, thus making provision for further questions and discussions to take place. Participants were required to provide their personal perspectives and beliefs, feelings and motives, present and past behaviours or experiences, as well as standards and reasons for their behaviour (Ryan et al., 2009; Silverman, 1993). All the interviews required permission to be audio taped for the purpose of providing accurate transcriptions and to save time during the interviewing process.

Bless, Higson-Smith & Kagee (2006) suggest that interviewees provide detailed explanations to problems and experiences that occur in reality. Another advantage to using semi-structured interviews is that interviewers are able to probe in gaining more information and explanations due to the flexible nature of a semi-structured interview (Bates, Droste, Cuba & Swingle, 2007). Based on the information obtained during the interviews, the reality should be reconstructed according to the view of the interviewee (Schurink & Schurink, 2011). Semi-structured interviews confirm that all important data has been gathered in addition to new information.

Limitations to using semi-structured interviews is that significant emphasis is situated on the role of the interviewer and interviewee, drawing on their skill in obtaining as much information as possible (Bless et al., 2006). However, even greater concern is placed in obtaining accurate information as possible, limiting the amount of bias that is most likely produced by the interviewee. Creswell (2013) also notes that interviewers may seem intrusive in obtaining private information by asking questions to which interviewees may not want to provide a response.

3.5.3. Classroom Observations

The classroom observation entailed taking field notes that were based on four factors namely, curriculum, instruction, culture and support (Montano, Broome & Alford, 2012). The classroom observations (not included in appendices) focused on Grade 6 EHL classes at the public and independent school in central Johannesburg. The observations consisted of 5 lessons (per school) which were determined according to the current national curriculum. Based on the 2-week cycle described in the CAPS (2011), only 1-week of lessons were observed. Each lesson (in both public and private schools) had a duration of 30 minutes, which is considered one period. Whilst the public school strictly adheres to the CAPS requirements, they have a total of 5 hours per week teaching time for English. The independent school, on the other hand, has a total of 4 hours per week teaching time for English. However, the independent school has an additional 30 minutes which is restricted to reading in the library and producing oral book reviews during this lesson. The English lessons not only incorporated the skill of language structures and conventions during the week of observation, but also an integration of all four language skills.

An almost equal representation of learners can be compared between the public and independent school, however, the ratio of boys to girls varies (public school 17:8; independent school 12:13). Both schools offer English as a Home Language, which is compulsory from Grade 1. However, the language proficiency of the learners in the public school consider English to be their SAL (second additional language) or FL (foreign language), whilst the language proficiency of the learners in the independent school consider English to be their HL.

Creswell (2013) informs that qualitative observations consist of taking field notes on the behaviour and tasks that occur on the research site. I have decided to exclude the classroom observation notes from the appendix section as the transcriptions of the classroom audiotapes have exceeded its limit. The purpose of the observation was to experience the classroom environment in its natural setting, analysing the pedagogies used in the lessons and whether the lesson content coincided with the curriculum.

Limitations of qualitative observations is that private incidents may occur which the observer may not be allowed to include as part of the data collected (Creswell, 2013). The researcher may also unintentionally ignore important aspects that take place which could be advantageous towards the study.

Table 3 C: Duration of lessons observed

Grade 6 Public school Independent school

Monday 60 minutes 60 minutes

Tuesday 60 minutes 30 minutes

Wednesday 60 minutes 60 minutes

Thursday 60 minutes 60 minutes

Friday 60 minutes 30 minutes

3.5.3. Audio-recording of lessons

The audio-recording of lessons supported the observations as it helped to capture the teaching content of lessons and helped capture the learners’ responses, which were used to provide accurate transcriptions. Consent and assent forms were given to the parents and learners requesting permission for the lessons to be audio taped. Due to an extensive amount of transcriptions, I have selected certain aspects of every lesson that can be referred to in the appendices (App. E 2.1- E 2.5 and App. F 2.1-F 2.5).