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p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of Foreign Language Teaching and Learning Indonesian Journal of Educational Development (IJED)
Schlebusch, Gawie
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Education Languange, Linguistic, Communication & Media

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Challenges and Support Strategies for Grade 11 Afrikaans First Additional Language Learners Schlebusch, Gawie; Hinckemann, Alicia
Journal of Foreign Language Teaching and Learning Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i1.25477

Abstract

Background: The article explores the challenges and support strategies for Grade 11 Afrikaans First Additional Language (FAL) learners. The Curriculum and Assessment Policy Statement (CAPS) outlines a detailed framework for teaching all subjects in South Africa's basic education system. According to CAPS, learners in the Further Education and Training (FET) phase must study at least two official languages from the South African constitution. One of these must be the learner’s home language (HL), while another official language can be taught as a first additional language. CAPS also mandates that from Grade 1, learners begin learning a second language, referred to as FAL. Objective: This qualitative study aims to identify the challenges learners face in the Afrikaans FAL classroom, focusing on language skills and examination papers. It also seeks to explore specific areas of difficulty and offer insights to inform teaching practices and support in the classroom. Methods: A qualitative phenomenological approach was employed, with data collected through individual and focus group interviews. Semi-structured interviews were conducted with Grade 11 Afrikaans FAL teachers and learners, using purposeful sampling for participant selection. Findings: The findings revealed that learners faced significant challenges in mastering Afrikaans, especially in reading, writing, and speaking. These difficulties were influenced by negative transfer from their home language, limited vocabulary, and lack of exposure to Afrikaans. Conclusion: Negative attitudes towards the language further reduced motivation and engagement, while the support provided did not adequately address learners’ needs, highlighting gaps in both classroom support and resources from the Department of Basic Education (DBE).
Challenges and Support Strategies for Grade 11 Afrikaans First Additional Language Learners Schlebusch, Gawie; Hinckemann, Alicia
Journal of Foreign Language Teaching and Learning Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i1.25477

Abstract

Background: The article explores the challenges and support strategies for Grade 11 Afrikaans First Additional Language (FAL) learners. The Curriculum and Assessment Policy Statement (CAPS) outlines a detailed framework for teaching all subjects in South Africa's basic education system. According to CAPS, learners in the Further Education and Training (FET) phase must study at least two official languages from the South African constitution. One of these must be the learner’s home language (HL), while another official language can be taught as a first additional language. CAPS also mandates that from Grade 1, learners begin learning a second language, referred to as FAL. Objective: This qualitative study aims to identify the challenges learners face in the Afrikaans FAL classroom, focusing on language skills and examination papers. It also seeks to explore specific areas of difficulty and offer insights to inform teaching practices and support in the classroom. Methods: A qualitative phenomenological approach was employed, with data collected through individual and focus group interviews. Semi-structured interviews were conducted with Grade 11 Afrikaans FAL teachers and learners, using purposeful sampling for participant selection. Findings: The findings revealed that learners faced significant challenges in mastering Afrikaans, especially in reading, writing, and speaking. These difficulties were influenced by negative transfer from their home language, limited vocabulary, and lack of exposure to Afrikaans. Conclusion: Negative attitudes towards the language further reduced motivation and engagement, while the support provided did not adequately address learners’ needs, highlighting gaps in both classroom support and resources from the Department of Basic Education (DBE).
FINANCIAL MANAGEMENT IN SOUTH AFRICAN PUBLIC SCHOOLS: PERSPECTIVES FROM PRINCIPALS Schlebusch, Gawie; Mokhampanyane, Matsolo
Indonesian Journal of Educational Development (IJED) Vol. 5 No. 1 (2024): May 2024
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v5i1.3628

Abstract

Compliance to the law and policies that govern public schools in South Africa is fundamental in ensuring effective and efficient use of school funds. Compliance can mitigate the role confusion between the respective duties of the school principal as the manager of the school and the School Governing Body (SGB). This aim of the study was to identify the gap on compliance from the principals’ point of view. The qualitative design with phenomenological approach was used, and data was collected by means of semi-structured interviews with purposefully sampled principals. The literature and findings reveal that many SGB chairpersons are still profoundly reliant on principals regarding financial decisions and management at schools. This indicates the perpetuation of role confusion where school principals regard themselves as accountable for school funds. Even though financial management challenges in public schools have been researched before, the study found that such challenges still occur and hamper effective financial management by both the principals and SGBs.
Co-Authors Hinckemann, Alicia Mokhampanyane, Matsolo