Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools

This article explores the views held by content subject teachers on the implementation of the English Across the Curriculum (EAC) approach in their high school classrooms. In South Africa, the EAC approach has been part of the school curriculum since 2014; however, to date, there is a paucity of stu...

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Autores principales:	Nhlanhla Mpofu, Mncedisi C Maphalala
Formato:	article
Lenguaje:	EN
Publicado:	National Research University Higher School of Economics 2021
Materias:	clil content subject teachers english across the curriculum (eac) high schools south africa Education L Philology. Linguistics P1-1091
Acceso en línea:	https://doi.org/10.17323/jle.2021.11644 https://doaj.org/article/12219a567c224e8da969cb9b16b3ace6
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spelling	oai:doaj.org-article:12219a567c224e8da969cb9b16b3ace62021-11-13T09:15:39ZContent Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schoolshttps://doi.org/10.17323/jle.2021.116442411-7390https://doaj.org/article/12219a567c224e8da969cb9b16b3ace62021-06-01T00:00:00Zhttps://jle.hse.ru/article/view/11644/12878https://doaj.org/toc/2411-7390This article explores the views held by content subject teachers on the implementation of the English Across the Curriculum (EAC) approach in their high school classrooms. In South Africa, the EAC approach has been part of the school curriculum since 2014; however, to date, there is a paucity of studies that have focused on understanding how high school teachers implement this approach. In 2017, the South African Department of Basic Education reported that high school teachers were not using this approach without indicating why this was the case. To provide the views of the teachers, the present study drew theoretical insights from reflective teaching to explore the phenomenon. We conducted a qualitative intrinsic case study inquiry, during which we examined the views that 15 high school teachers held on implementing English language skills in content subjects. We collected data using a focus group interview form prepared based on Gibb's model. The findings indicate that content subject teachers have views on (i) the merits of EAC in general language development, (ii) EAC as a challenge to pedagogical-content knowledge, and (iii) strategies for improving the implementation of the EAC approach. This exploratory study has certain implications for the practice of implementing the EAC approach in content teaching, finding that there may be merit in the use of targeted continuing professional development for content teachers when implementing EAC. Secondly, there is a need for partnerships between teachers of English as a second language and content subject teachers, as this cross-curricular collaboration has the potential to enhance the implementation of the EAC approach in high school classrooms.Nhlanhla MpofuMncedisi C MaphalalaNational Research University Higher School of Economicsarticleclilcontent subject teachersenglish across the curriculum (eac)high schoolssouth africaEducationLPhilology. LinguisticsP1-1091ENJournal of Language and Education, Vol 7, Iss 2, Pp 189-203 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	clil content subject teachers english across the curriculum (eac) high schools south africa Education L Philology. Linguistics P1-1091
spellingShingle	clil content subject teachers english across the curriculum (eac) high schools south africa Education L Philology. Linguistics P1-1091 Nhlanhla Mpofu Mncedisi C Maphalala Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools
description	This article explores the views held by content subject teachers on the implementation of the English Across the Curriculum (EAC) approach in their high school classrooms. In South Africa, the EAC approach has been part of the school curriculum since 2014; however, to date, there is a paucity of studies that have focused on understanding how high school teachers implement this approach. In 2017, the South African Department of Basic Education reported that high school teachers were not using this approach without indicating why this was the case. To provide the views of the teachers, the present study drew theoretical insights from reflective teaching to explore the phenomenon. We conducted a qualitative intrinsic case study inquiry, during which we examined the views that 15 high school teachers held on implementing English language skills in content subjects. We collected data using a focus group interview form prepared based on Gibb's model. The findings indicate that content subject teachers have views on (i) the merits of EAC in general language development, (ii) EAC as a challenge to pedagogical-content knowledge, and (iii) strategies for improving the implementation of the EAC approach. This exploratory study has certain implications for the practice of implementing the EAC approach in content teaching, finding that there may be merit in the use of targeted continuing professional development for content teachers when implementing EAC. Secondly, there is a need for partnerships between teachers of English as a second language and content subject teachers, as this cross-curricular collaboration has the potential to enhance the implementation of the EAC approach in high school classrooms.
format	article
author	Nhlanhla Mpofu Mncedisi C Maphalala
author_facet	Nhlanhla Mpofu Mncedisi C Maphalala
author_sort	Nhlanhla Mpofu
title	Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools
title_short	Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools
title_full	Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools
title_fullStr	Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools
title_full_unstemmed	Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools
title_sort	content subject teachers’ views of implementing the english across the curriculum (eac) approach: a study of some south african high schools
publisher	National Research University Higher School of Economics
publishDate	2021
url	https://doi.org/10.17323/jle.2021.11644 https://doaj.org/article/12219a567c224e8da969cb9b16b3ace6
work_keys_str_mv	AT nhlanhlampofu contentsubjectteachersviewsofimplementingtheenglishacrossthecurriculumeacapproachastudyofsomesouthafricanhighschools AT mncedisicmaphalala contentsubjectteachersviewsofimplementingtheenglishacrossthecurriculumeacapproachastudyofsomesouthafricanhighschools
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Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools

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