THEME 4: EDUCATOR SUPPORT

Based on the interviews and the questionnaires conducted with the four participant educators, it was evident that the educators lacked support. These participant educators also said that they would prefer support such as lesson evaluation to improve their teaching and learning as well as support such as workshops to keep them up to date with current trends and practices to employ in the classroom. Learners’ cognitive development is largely dependent on their educator’s ability to transfer knowledge and support their learning process. Alongside this the educator plays the role as a motivator for learners to pursue their goals and study hard so that they can improve their current situations and escape the poverty cycle which the exist within. Educators need support in dealing with learners’ daily challenges such as domestic abuse, socio economic factors. At CSS there are social workers that are assigned to the school; however, this is not enough to service all learners that require support. On the other hand, educators need training and guidance to help them deal with the situations of the classroom and learner’s misbehaviour and more importantly their lack of interest in learning. Learning incentives need to be created to combat these issues mentioned above.

5.3 SUMMARY

In summary, this brings me back to the two key aspects that deter learners from wanting to read their prescribed texts and especially the plays of Shakespeare. As previously stated in this chapter these two aspects I refer to are:

1) The teaching methodology is out-dated.

The method of teaching Shakespeare can be referred to as I read (the educator) and you listen (the learner) and take notes. This results in conversations and responses being very fragmented and abrupt. The teaching methodology employed to teach these texts also make it difficult for the learners to comprehend.

2) The literature material is out-dated.

You may ask what is so out-dated in Shakespeare’s literature. Shakespearean literature which serves as a text-based approach to literacy does not reflect and relate to the learners’ daily lives. It is alien to them. The deep vocabulary of the language used in Shakespeare is rejected by the learners and this can be seen as an act of

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rebellion/resistance. According to Du Toit and Orr (1987: 4) “Language is a body of words; but it is also a subtle and complicated instrument for combining words to express our thoughts”. My interpretation of this quote is that the message of an author is expressed in the choice of words. Thus if the reader is unable to understand the words (language used) the message will not be understood. And this is this case learners experience when reading and studying Shakespeare’s plays and other literature texts. The concern regarding a text- based approach to literacy is that learners do not read enough and their vocabulary is limited, hence they are unable to fully execute the practice of the text-based approach in the classroom.

In regard to higher cognitive functioning, Vygotsky believed that language is very important; it allows for self- reflection, meaning and trade of ideas all which are crucial to learning (Vygotsky, 1978, 86). My findings indicate that the lessons on Shakespeare and on some of the short stories and poetry in the curriculum for grade 10 learners do not allow self-reflection, meaning and trade of ideas. In light of the above, this

illustrates the idea of Freire’s theory ‘pedagogy of the oppressed’. It is evident that the literature material and the pedagogical approach employed in teaching do not help learners to reflect on what they learn overtime.

Garcia (2016: p 179) agrees and employs Freire’s pedagogical design in her research. She furthermore sees the importance to create knowledge based on a relationship between the learners and their world. Additionally, Garcia agrees with Freire’s inclusive style of pedagogy. According to Freire (2007: p 43) “Teaching cannot be done by the top down, but only from the inside out by the illiterate himself, with the collaboration of the teacher.” Based on this argument of Freire, Garcia (2016) used community based pedagogy in her experiment which was foregrounded by Freire’s argument that pedagogy should be inclusive of the learners’ ideas, history as well as the ideas and knowledge of the educator. This brings me to the very point highlighted in my findings, where the learners indicate that they are unable to see the link between the literature materials and their immediate environment. According to Botha and Du Toit (1999: 8) “Students must be competent in language usage skills to be able to grasp the sense and meaning of prescribed information sources”. Due to the majority of learners how language not being English this serves as a barrier to learning and impacts sense of meaning when reading.

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Garcia (2016) critiques Freire’s work however supports Freire’s idea of constructing a relationship between literacy and the learner’s environment. To support the skill and practise of reflective reading, Du Toit and Orr (1987) state when critical reading, one does not just accept a piece of writing. One’s opinion, feelings, knowledge and attitudes are as important as the author’s, and it is important to be aware of what effect the writer is trying to have one. This can be established by asking questions. Based on my

findings in chapter 4; educators lack the pedagogical method of asking questions and guiding learners to see the link between their literature material and their everyday environment. Therefore I believe that it is important for learners to express their feelings; attitudes and knowledge about the texts. As a result, one is then also able to see how learners add depth, value to the literature and how they express appreciation towards the literature material. By providing the platform for learners to challenge the text though reflection one is then able to also test learners understanding of the text which shows their critical reading and thinking skills. In this the educator is also able to see how the learner is able to reflect on the text and apply the knowledge gained to use in their everyday life.

5.4 CONCLUSION

The findings that I have referred to in the preceding discussion confirm my belief that learners read far too little. Their lack of reading has implications on their performance in the English Home language subject and classroom as well as their overall literacy level and academic performance at school. This lack of reading is underlined by two factors as previously stated. These factors are the out-dated reading materials and the out-dated pedagogical styles implemented to teach these out-date reading materials as seen in chapter 4 pages 110-152. This chapter has critically discussed the theory of Freire in relation to the findings of my study. Through Freire’s concept of banking education he advocates for education to liberate learners. In essence Freire suggests educators should employ pedagogical methodologies that are aligned to liberating learners through reflective learning and not oppress their learners by teaching them using the banking education concept where learners are viewed as depositories for knowledge.

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