An ESL programme for preprimary children in Ikageng

Abstract

The purpose of this study was to design an ESL Programme for preprimary children in lkageng (a township near Potchefstroom). In order to do this, literature on course design was reviewed which included curriculum design, syllabus design and the teaching-learning situation. From this, a theoretical framework was constructed. A circular model for course design was decided upon and this included doing a situation analysis, determining the aims, selecting and organising the content, as well as selecting and organising the teaching methods of the course. The prescribed curriculum in South Africa, Curriculum 2005 was also studied as the ESL programme needs to form part of the rest of the preschool curriculum. Therefore the prescriptions and requirements of Curriculum 2005 for the Foundation Phase was incorporated into the ESL Programme. As part of the situation analysis, five case studies were conducted in five preschools in Ikageng. Data were gathered from the teachers, children and the parents of the children. From this data it was determined that a need for an ESL programme in preschools existed in Ikageng. Furthermore, the data gathered from the situation analysis were summarized and incorporated into the ESL programme. The programme was therefore designed in accordance with the above-mentioned three aspects, namely the circular model for curriculum design, Curriculum 2005, and data gathered from the situation analysis done in the preschools in Ikageng. The aims of the programme were divided into general aims for the course, as well as specific aims for each week. These aims were prescribed as outcomes in Curriculum 2005 and specifically the general outcomes for the Literacy Programme as well as the specific outcomes formulated in the learning area of Language, Literacy and Communication. The choice and the organisation of the content of the programme were formulated in terms of skills and activities in the programme. As the activities are presented in the form of tasks, they also provide brief descriptions of the choice and organisation of the teaching methods, keeping in mind the abilities of the teachers and the availability of resources in the preschools.