Exploring project-based learning as an effective support tool for educators teaching learners with an inhibited English proficiency

Abstract

This study aims to explore the effectiveness of project-based learning (PBL) as a support tool used by educators who teach Grade 9 learners who experience limited proficiency in English. The study's main goal is to investigate how educators can help learners who learn English as a second or third language and thus have limited competency in it. The sample size of 12 educators was used in this study. These 12 educators teach Grade 9 learners and have used PBL previously. There is typically no other option available to these learners than to attend an English-medium school. The study's main objective is to examine PBL as an instructional aid for Grade 9 nonlanguage courses. Towards the end of the school year, grade 9 learners are given the duty of choosing a course. Limited English proficiency in non-language subjects can impact a learner's likelihood of selecting a subject. For this reason, Grade 9 learners are selected to support their academic performance as well as to make sure they select subjects they enjoy and excel in. In South Africa, we lack the necessary resources to guarantee that every student can get instruction in their mother tongue until the completion of their academic journey. The South African Schools Act and the South African Constitution serve as the foundation for the Language in Education policy, which determines the language used in classrooms. The policies outlined in these publications suggest that school governing bodies are chosen by the schools. The language that the school will use for instruction and learning is decided by the governing board. For example, the demand of the local community or the learners who enrol in the school must be taken into consideration when deciding whether to use English as the language of instruction and learning. Even with modest implementation, there are still insufficient schools providing instruction to learners in their mother tongue. The research methodology for this project will be qualitative in nature. Both individual interviews and questionnaires will be used to gather data. Several schools in Johannesburg South will host this. Select educators at the chosen schools will be those who work with Grade 9 learners who have limited English ability. According to this study, PBL helps students who struggle with their English skills advance academically. PBL was chosen by several study participants as a support tool to help students become better academically. This study revealed the need for early planning and intervention. Educators need assistance and direction when implementing PBL.