The teaching of the ESL writing skill in Afrikaans secondary schools : a didactic evaluation

Abstract

Writing in a second language is a very complex process. A great deal of research has been done to determine effective teaching methods in this regard. The problem, however, is that researchers' recommendations do not correlate with what is happening in the classroom. A literature study on various methods of teaching creative writing was done in order to establish didactic criteria for the effective teaching of creative writing in ESL. An empirical study was undertaken at five Afrikaans Secondary Schools in the Brits/Rustenburg area. A questionnaire was used to ascertain whether teachers of ESL meet the didactic criteria. It was found that teachers prepare pupils for the writing they intend to do but seldom assist or give feedback to pupils during the writing process. Almost 80% of teachers mark only the final draft. The final product and not the writing process is emphasized. The literature study indicates that this approach is likely to be unsuccessful. In contrast to this approach, an approach which involves the teacher in the whole writing process is recommended. Pupils are given more time to discuss and refine their ideas with the teacher and with their peers before they start writing. The teacher gives continuous feedback while pupils are busy writing so that they can revise their writing until they are satisfied with it. The evaluation procedure for creative writing in ESL should be adjusted so that pupils receive support throughout the writing process.