Exploring Classroom-Based Interventions In ESL Syllabus Delivery For Grade 4. A Case Study of a Selected School in Namibia

DOI

10.2991/978-94-6463-906-3_20How to use a DOI?

Keywords

Syllabus; ESL; Implementation; Namibia; Grade 4; Classroom intervention

Abstract

The study explored the classroom-based interventions in the English Second Language syllabus delivery for grade 4 learners. The purpose was to explore the discrepancies between the ESL syllabus and its implementation within classrooms, intending to identify obstacles to teaching and learning and recommend pragmatic teaching practices. A sample of 6 ESL teachers was purposefully selected, while 60 learners were observed during lessons. A qualitative approach employing a case study design was adopted. Data was collected from teachers through semi-structured interviews, alongside classroom observations of teaching and learning. Syllabus competencies and lesson plans were studied as well. Thematic analysis was used to interpret the data. Study results revealed a shortage of teaching and learning resources, such as reading materials, syllabus-prescribed textbooks, and limited printing materials, as challenges to syllabi delivery. Additionally, insufficient time for induction of teachers on syllabus implementation was also mentioned as a critical barrier for accurate basic competence interpretation. The results also showed a lack of collaboration among ESL teachers. Moreover, large class sizes further hinder teachers’ abilities to provide individual attention to learners, which is an essential factor in language learning. The study also discovered that teachers sometimes omit learning competencies perceived as difficult to manage. Interventions such as ESL new vocabulary introduction before reading the new texts, the use of visual aids, and digital tools to enhance understanding and interaction, and using teaching methods that allow total physical response and project-based learning to allow learners to apply language concepts and skills The study recommends the provision of adequate support and teaching resources for teachers, implementation of learner-centered teaching approaches, and fostering collaboration among ESL teachers within the school and the region.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Hileni T. Shipanga
AU  - Marian Tegga Harupe
AU  - Joyce Masiye
PY  - 2025
DA  - 2025/12/12
TI  - Exploring Classroom-Based Interventions In ESL Syllabus Delivery For Grade 4. A Case Study of a Selected School in Namibia
BT  - Proceedings of Botho University International Research Conference (BUIRC 2025)
PB  - Atlantis Press
SP  - 341
EP  - 347
SN  - 3005-155X
UR  - https://doi.org/10.2991/978-94-6463-906-3_20
DO  - 10.2991/978-94-6463-906-3_20
ID  - Shipanga2025
ER  -