A curriculum differentiation model to meet the needs of Grade 4 English learners in selected primary schools in Endumeni Circuit
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Date
2021
Authors
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Publisher
University of Zululand
Abstract
The aim of the study was to design a curriculum differentiation model to meet the
needs of English grade 4 learners in selected primary schools on the Endumeni
Circuit. There is a transitional challenge for learners in terms if language of learning
and teaching from the foundation phase to the intermediate phase. Learners are
operating in different conceptualisation stages of understanding English as a language
of learning and teaching (LOLT), and as a subject. Curriculum differentiation in Grade
4 gives options for individual learners to learn as thoroughly and swiftly as possible,
without assuming that one learner's learning path is the same as anybody else's
(Tomlinson, 2014).
The conceptual framework guiding this study was Critical Pedagogy (CP). CP framing
appeals to teachers to reflect about how school practices connect to those in a macro socio level, how classrooms are organised into communities of practice, and what
kinds of participation are made accessible to all learners (Abraham, 2015). This
conceptual framework was relevant because it advocates that teachers have to make
it easier for learners to construct knowledge and use it in a variety of settings to foster
self-motivated life interpretations with the objective of changing the status quo
(Abraham, 2014).
The Transformative Paradigm was the paradigm used in this research. The
transformational paradigm aligns well with the ideas of the Brazilian educator, Paulo
Freire, and his dialogical conscientisation model. The study further employed
participatory action learning action research (PALAR) as its research approach. The
democratic aspect of PALAR encouraged participants to engage in critical,
collaborative thought, which included questioning established educational
assumptions and exploring new approaches to curriculum differentiation in grade 4
English classes. Engagement through PALAR aimed to contribute to a better
understanding of what kind of resources, curriculum differentiation knowledge and
action is needed to achieve practical inclusive classrooms, improvement for social
justice, transformation, and sustainable change.
Thematic analysis was used to analyse data. Thematic analysis helped the researcher
to pinpoint the links between concepts and to compare them to replicated evidence
(Clarke and Braun, 2014).
Description
A thesis submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Philosophiae Doctor of Education in the Department of Curriculum and Instructional at the University of Zululand, South Africa, 2021
Keywords
curriculum differentiation, transformative paradigm, participatory action learning action research