Abstract
M.Ed.
The study has been influenced by a number of background factors such as The continuing concern among teachers for the improvement of classroom communication in the HSS learning area and the concern for the development of language awareness. Teachers in Amersfoort Combined School, for instance, raised concern that they need to be helped in relation to improving communication in their HSS learning area classes. The increased concern of the education departments for schools to
provide quality education. In July 1999 for instance, the National Ministry for Education formulated a definite policy about the quality of education. The Tirisano education project was initiated as a matter of urgency and had to be realized in practical strategies that became the responsibility of the provinces (Brandt, H; 2001: 79). Since then many departments have been engaged in projects geared towards making quality education the norm for all public schools. The expanded role of schools in providing quality education. Many schools are attempting to make changes that allow them to deliver high quality curriculum and instruction. They have also accepted the challenge to produce quality education as a product through engaging in quality assurance as a process. n Existing literature points to the importance of communication in the classroom. Apart from the lack of communication skills in the classroom, the literature on classroom communication also points to the importance of this topic. The researcher has also acknowledged the literature documented in the past that is related to classroom communication. Hence, it is hoped that the recommendations made in the last chapter will serve to direct attention on how classroom communication should be improved in the HSS learning area classes. It is not surprising therefore, that our committed teachers in the school developed a great concern for wanting to meet the desired standards. A collective self —reflective inquiry in the form of a workshop is a suitable way to develop teachers professionally. Teachers will receive an opportunity for developing their language skills and teaching strategies. At the same time, they will gain information as to how language can be employed as a means to improve
communication. Effective communication is the single most important prerequisite to effective learning. It not only helps learners to develop specific concepts about classroom content, but it also shapes their attitudes, beliefs and values about the "real world" and the people in it. In other words, communication and learning do have a causal relationship. Without effective communication, learning cannot take place.