The Influence of Urban and Rural Schools’ Socioeconomic Status on Grade 1 Learners' Performance in Zambezi Region, Namibia | Chapter 1 | Progress in Language, Literature and Education Research Vol. 4

This chapter explores the influence of urban and rural schools’ socioeconomic status on Grade 1 learners’ performance in Zambezi Region, Namibia. Rural and urban schools have two different contexts with unique socioeconomic opportunities which may, as a matter of fact, enhance or dis-enhance learning opportunities. The present study was specifically focused on Grade 1 just as it would have been if any grade, apart from grade 1, was identified as focus grade, and as a way to weigh opinion legitimacy in terms of performance, between urban and rural schools. The study is qualitative in approach and is a case study in design. Data were generated through interviews and the emergent Early Grade Reading assessment (eEGRA) test done by Grade 1 learners at the four schools. Four lower primary school teachers were interviewed, two rural and two urban respectively. A sample of teachers was drawn using a purposive sampling technique, and Grade 1 learners who participated in the eEGRA test were selected using a stratified random sampling technique. Data were analyzed thematically. The study found that the school’s socioeconomic context is not a reliable yardstick to be used to determine and/or measure schools’ performance as rural schools can also outperform urban schools, and recommends that pedagogical activities of both urban and rural schools should be strictly monitored and funding and teacher placement formulae should be revisited.  The appointment of teachers to schools matters and thus remains an issue of great concern and consideration. The study also highlights that with teacher commitment and teacher support, it is possible to shift performance goalposts of any school irrespective of its socioeconomic status.

Author(s) Details:

Kenneth Nzwala,
Department of Early Childhood Education and Care, University of Namibia, Katima Mulilo Campus, Katima Mulilo, Namibia.

Muzwa Mukwambo,
Department of Mathematics and Science, University of Namibia, Katima Mulilo Campus, Katima Mulilo, Namibia.

Please see the link here: https://stm.bookpi.org/PLLER-V4/article/view/13143

Studies in Second Language Acquisition | Chapter 12 | Modern Perspectives in Language, Literature and Education Vol. 3

 Oral communication competency allows language speakers to communicate effectively with one another. Because oral expression is a manner of expressing thinking and providing feedback and development through the linguistic function, oral communicative competence encompasses a broad semantic scope (Vygotsky, 1992; [1,2,3]). The use of the language as a medium of communication, both oral and written, representation, interpretation, and reality comprehension is the foundation of English communicative competence. The purpose of this study is to look into the oral communicative skills in English of pupils who have completed primary school. It also seeks to determine whether the study center, the gender of the students, their attitude toward the English language, and their attendance at private sessions all contribute to their oral communicative competence. The sample was carefully chosen and stratified (rural-urban schools and ordinary-bilingual schools). It is made up of 265 students, and the instrument is a questionnaire that has been proven to be reliable and valid. The findings demonstrate high levels of competence, more than expected, and minor disparities favoring girls and urban bilingual schools in the acquisition of English oral communicative competence. Clearly, students who devote more time to English revision and study have greater success in the acquisition of linguistic communicative competence in oral expression and oral interaction.

Author (s) Details

Isabel Cantón Mayo
Facultad de Educación, Campus de Vegazana, Universidad de León, León, Spain.

Elena Pérez Barrioluengo
Facultad de Filosofía y Letras, Campus de Vegazana, Universidad de León, León, Spain.

View Book :- https://stm.bookpi.org/MPLLE-V3/article/view/938