Grade 10 teachers’ perceptions of their application of socio-cultural and multiple intelligences on English second language learners

Onyinyechi Glory Ndu; Baba Primrose  Tshotsho; Madoda  Cekiso

doi:10.56285/jltVol56iss1a5415

Onyinyechi Glory Ndu University of Fort Hare, South Africa
Baba Primrose Tshotsho University of Fort Hare, South Africa
Madoda Cekiso Tshwane University of Technology, South Africa

DOI: https://doi.org/10.56285/jltVol56iss1a5415

Keywords: Differentiated instruction, implementation, learning, teachers, socio-cultural, multiple intelligences

Abstract

In multilingual or multi-cultural settings, teachers must be sensitive to the diverse intelligence of learners for teaching and learning to have impact and be beneficial to them. Low performance and the resultant academic failure among high school learners specifically in South Africa, and inability to manage diverse learning abilities have necessitated the search for a unique way to accommodate the learning differences found in the classroom. The study focused on learners’ differences and supports implementation of differentiated instruction. Fewer studies exist on English Second Language (ESL) rural high school teachers’ perceptions of the application of socio-cultural and multiple intelligences, and on the diverse ESL learners taught to ascertain the scope of the need for teacher training in differentiated instruction in rural South Africa. Data were drawn from fifty teachers in grade ten using a questionnaire. The study revealed that it is challenging for teachers to determine learners’ intelligences and emotional needs. 66% (n=33) of the teachers agreed to accommodate students of different learning abilities, 34% (n=17) considered learners' gender differences, and 62% (n=31) considered learners’ cultural backgrounds and adopted group learning. The study mainly recommends training and supervision on the strategies for gender differences and accommodation for diverse learning abilities.

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Author Biographies

Onyinyechi Glory Ndu, University of Fort Hare, South Africa

Onyinyechi Glory Ndu is a researcher who holds a PhD in English and Comparative Literature (Applied English Linguistics) from the University of Fort Hare, and a Post Graduate Diploma in Education (English) from the National Open University of Nigeria. Her research interests include phonology, language teaching and learning.

Baba Primrose Tshotsho, University of Fort Hare, South Africa

Baba Primrose Tshotsho is a retired Associate Professor of Applied Linguistics at the University of Fort Hare. Her area of specialization is language competence. She supervised and successfully promoted 15 doctoral and two master’s theses. She has published and co-published more than 20 papers in the field of applied linguistics.

Madoda Cekiso, Tshwane University of Technology, South Africa

Madoda Cekiso is a professor in the Department of Applied Languages at Tshwane University of Technology. He holds a PhD in English Applied Language Studies from North-West University, His research interests include reading and writing in second language, learning styles, onomastics and second language teaching methods. He has supervised a number of master’s and doctoral students and has delivered several papers at both national and international conferences. He has published widely in national and international accredited journals.