Abstract
M.Ed.
Historically, both South African and international research has neglected to investigate children’s verbal ability and has too often failed to acknowledge the role and influence of differing and diverse values, backgrounds and various individual contexts on language acquisition. This research study forms part of a greater, longitudinal research project, which aims to track the overall cognitive development of Foundation Phase learners at a school in Soweto. The need to accurately assess verbal ability within our diverse South African context requires rigorous and on-going investigation to adequately address gaps in our education system.
This research paper was conducted to ascertain the relationship between teachers’ perceptions and formal assessments in determining the verbal ability of Grade R learners. A concurrent embedded mixed methods research design was employed. Both qualitative and quantitative data was collected. The semi-structured interviews adopted a tripartite model of questioning. Initially, each teacher was required to rate the learners’ verbal ability on a semantic differential four-point scale. An exploratory semi-structured question was posed to identify learner’s strengths and weaknesses. Finally, each teacher was required to identify their strongest and weakest learners.
The data obtained from the teacher interviews was coded and analysed thematically. Quantitative data was concurrently collected with a translated version of the JSAIS which was administered to fifty-four Grade R learners at a school in Soweto. The numerical raw scores ascertained by each learner on three verbal subtests were converted into one of four descriptive, interval scales. The data obtained was then analysed qualitatively. Both sets of data were compared and contrasted to establish the type of relationship that exists between the teachers’ perceptions and formal assessment measure of learners’ verbal ability.