The Causes of Late Coming among High School Students in Soshanguve, Pretoria, South Africa
Simeon Maile, Mary Motolani Olowoyo
PEDAGOGICAL RES, Volume 2, Issue 2, Article No: 04
https://doi.org/10.20897/pr/80951
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
Late coming to school has become a major problem in many schools, particularly township schools with serious consequences. Current research has demonstrated that many schools in South Africa are performing badly due to inefficient use of the teaching and learning time. In this article, we argue that while major administrative interventions are undertaken to improve the quality of learning and teaching, it seems that very little attention is paid to late-coming. Late-coming has become a cancer that saps away big interventions and strays the performance of selected township schools in a different direction. The purpose of this research is to investigate the causes of late-coming among high school students in selected secondary schools of Shoshanguve. A qualitative approach was used to draw data from high school students in selected secondary schools of Shoshanguve. The findings reveal that late-coming is common among learners in selected secondary schools of Shoshanguve. It happens every day for varying reasons. We recommended practical solutions ranging from administrative improvement to learner behavioural change.
Keywords: late-coming, punctuality, absenteeism, progression, performance, employment
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The Challenges of Spanish Language Teaching in Multilingual India: A Case Study of Delhi
Dhiraj Kumar Rai
PEDAGOGICAL RES, Volume 2, Issue 2, Article No: 05
https://doi.org/10.20897/pr/80950
Research Article
[Abstract]
[PDF]
[References]
ABSTRACT
The multilingual surrounding of Spanish Language Teaching (SLT) in India has presented a unique linguistic principle. This principle relies upon the application of English language instructions (as FL1) to combine several methods for teaching-learning Spanish language (as FL2). However, the effectiveness and appropriateness of this linguistic principle, whereby English language instructions are used for SLT, remain undiagnosed. In fact, the technique of SLT in India needs to take into account the local linguistic or dialectical make-up of the actual or potential learners. As such, the process of Spanish Language acquisition in India as inspired by an exposure to local languages/dialects needs to be creatively explored. Furthermore, the recently increasing entries of specific Spanish words/terms in the Indian ‘popular language usage’, and their implications for SLT in India require to be sufficiently investigated. This article aims at filling in the above-mentioned lacunae by conducting a case study of the status of Spanish Language Teaching in Delhi. It draws the conclusion that the maximum flexibility in the process of eclectically mixing various pedagogical methods of SLT could go a long way in motivating and benefitting both the teachers as well as the students, thereby enhancing the overall efficiency of SLT in multilingual India.
Keywords: Spanish language teaching, multilingualism, Indian local dialects, linguistics
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