Ellen Moipone. Lenyai’s research while affiliated with University of South Africa and other places

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Publications (3)

Figure 1: Teachers' training by institution
Figure 4: Question 1
Figure 5: Question 2
Challenges encountered in teaching
First additional language teaching in the foundation phase of schools in disadvantaged areas
  • Article
  • Full-text available

December 2011

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11,260 Reads

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17 Citations

South African Journal of Childhood Education

Ellen Lenyai

p align="LEFT">Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication skills. It argues that if teachers do not use methods that encourage children to communicate in English the children might not acquire the competence needed to use English as the language for learning in Grade 4. Policy makers are advised to monitor the implementation of the first additional language policy and to oversee the development of an English literacy-training programme in the foundation phase that could provide teachers with the necessary skills and appropriate approaches for teaching the target language.</p

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Do existing policy and teacher guide documents address the requirements for emergent literacy in grade R?

November 2011

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3 Reads

Journal for Language Teaching

E Lenyai

The Department of Education has issued a large number of policy and teacher guides to give assistance to teachers in the Foundation Phase including those in Grade R. However, a review of these documents revealed that of the 12 documents only three were specific to Grade R and of these only one made a brief reference to the development of emergent literacy. This article argues that it is important to incorporate the appropriate content for emergent literacy in all the documents and not merely present simplified Grade 1 literacy content to Grade R learners if we are to prepare them for formal instruction in grade 1. The content that is regarded as the core of emergent literacy is discussed and recommendations are made on how to upgrade the present documents.

Citations (2)

... This, combined with the limited penetration of trained interventionists and the predominance of English in the profession, creates an obstacle in meeting the demands of families while implementing an LSL-SA approach in the context where the majority either do not speak English or speak it as an additional language (EAL) (Mdladlo et al. 2016). Furthermore, the language skills of children with hearing impairment are already below their hearing peers (Hawken et al. 2005); (3) First Additional Language (FAL) is mandatory in South African schools: Lenyai (2011) established that teachers in the foundation phase of schools do not necessarily have the skills to teach literacy in the FAL, failing to produce competent learners; (4) Age at diagnosis of hearing impairment: Diagnosis of permanent congenital or earlyonset hearing loss is severely delayed in South Africa, undermining the prospect of positive outcomes through EI (Kuschke et al. 2020); (5) Financial costs of hearing impairment and its effect on EI success: Although AVT is available in South Africa, it continues to be delivered primarily by the private healthcare sector and often at a significant financial cost to the patient and their family (Maluleke 2022;White & Brennan-Jones 2014). Knowledge of the economic costs associated with a hearing impairment is a powerful tool for policymakers in planning the best use of their healthcare budgets, especially in LMICs (World Health Organization [WHO] 2017). ...

Reference:

A comparative study of learning outcomes for hearing-impaired foundation phase learners
First additional language teaching in the foundation phase of schools in disadvantaged areas

South African Journal of Childhood Education

Ellen Lenyai

... These schools are at the centre of this study. Even though there are ECD studies that have been conducted in South Africa by Clasquin-Johnson (2011), the National Treasury of the Republic of South Africa (2008), Lenyai (2006) and the South African Institute for Distance Education (2010), there is minimal focus on the nature of supervision and support provided to practitioners for quality teaching in school-based Grade R classes. ...

Reference:

Supervising and supporting grade R practitioners in South African schools
The design and implementation of intervention programmes for disadvantaged school beginners /
  • Citing Article
Ellen Moipone. Lenyai