Article Per Year (5 Year)
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This Author published in this journals
All Journal J-REaLL International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
Bunmi Isaiah Omodan
Walter Sisulu University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Subscribing to diverse subjects in different classes: language development dichotomy Bulelwa Makena; Bunmi Isaiah Omodan
Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v3i2.16504

Abstract

Language teachers, yet on the other side, language enhancement is compromised for learners whose home language is not English. Further than that, for teachers lacking specialisation of other subjects allocated to them, besides English language teaching and learning becomes a monotonous activity that does not inspire learner attitudes more so that the greatest percentage of subjects underpinning the curriculum is offered in an English medium. This paper aims to explore if offering different subjects in varying classes has any significant impact on language development. The study is located within interpretivist paradigm using qualitative research appraoch and case study research design. 5 secondary school English language teachers were purposefully nominated and interviewed to study the problem’s complex phenomenon. Findings divulged that multi subject allocation in the site investigated seemed to be compromising subject specification, thus leading to a decline in enhancing language development. The study recommends that to re-build teacher and learner motivation, policies should be put in place to consider subject speciality when allocation of subjects is administered.
Positioning Male Teachers In the Foundation Phase In South Africa: A Case of One Education District Nondwe Daphne Mariana Mtshatsha; Bunmi Isaiah Omodan
International Journal of Theory and Application in Elementary and Secondary School Education Vol. 4 No. 2 (2022): October
Publisher : Faculty of Teacher Training and Education, Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/ijtaese.v4i2.984

Abstract

Observation and literature confirmed that men are unduly scarce in the count of foundation phase teachers in South Africa and the few that are presented as foundation phase teachers are often criticized and ridiculed with the argument that foundation phase teaching is for women. Therefore, the study sought to understand gendered ideologies in order to address the issue of missing male teachers in the foundation phase, which is currently considered to be feminized. Using Sandra Bem’s Gender Schema Theory, the study explores the perceptions embedded within gender issues and how these influence the appointment of male teachers in the foundation phase in the Amathole Education District of the Eastern Cape Province. A qualitative approach was adopted, and a case study research design was employed where six participants (three males and three females) were purposely sampled and interviewed. Data were analyzed using content analyses where some themes emerged. The study revealed that most males are unwilling to work with younger kids, while the study also confirms their roles as very important in the development of younger kids. The study concludes that male teachers’ positive influence cannot be underestimated; hence the government should devise a way to motivate male teacher educators toward the world of work in the foundation phase.
Co-Authors Bulelwa Makena Nondwe Daphne Mariana Mtshatsha