Peer teaching is a significant component of the learning process, particularly in a multilingual classroom setting like the one described at Bright Future Primary School, where Ms. Mokoena is preparing her Grade 2 English Home Language lesson. This strategy not only facilitates language acquisition but also enhances learner engagement and understanding in several key ways.
Firstly, peer teaching encourages active participation among students, which is essential for effective learning. By pairing learners of varying language abilities, as suggested in the lesson plan, students have the opportunity to learn from each other. This strategy aligns with social constructivist theories, which posit that knowledge is constructed through social interactions (Vygotsky, 1978). When learners collaborate during activities, such as discussing vocabulary words or role-playing community roles, they create a communal learning environment that can promote deeper understanding (Johnson & Johnson, 1986).
Secondly, engaging in peer teaching can boost learners' confidence and motivation. As learners articulate their thoughts and provide explanations to their peers, they reinforce their own understanding. This is particularly crucial in a multilingual context where some students may feel insecure about their linguistic abilities (Gupta, 2020). By allowing students to respond in their home language before transitioning to English, the lesson plan accommodates diverse linguistic backgrounds, validating students' experiences and promoting a sense of belonging within the classroom (Cummins, 2000).
Moreover, peer teaching fosters the development of communication skills. As students work together to answer comprehension questions or create sentences using new vocabulary, they practice speaking and listening skills in a supportive environment. This interaction helps learners to articulate their thoughts more clearly and improves their ability to communicate effectively (Hattie, 2009). Research has shown that learner-led discussions not only deepen comprehension but also stimulate critical thinking (Rogers, 2011).
Lastly, the structured role-play activity in Ms. Mokoena's lesson enables students to embody the vocabulary and concepts they are learning. Engaging in such activities with peers enhances their ability to remember and apply new words in appropriate contexts (Schunk, 2012). This kinesthetic aspect of learning can be particularly beneficial for young learners, as they often grasp concepts more readily through action and collaboration rather than traditional, teacher-centered instruction (Freeman & Freeman, 2009).
In conclusion, peer teaching plays a vital role in Ms. Mokoena's lesson plan by fostering active participation, boosting learner confidence, developing communication skills, and enhancing understanding through collaborative activities. This approach not only enriches the learning experience but also aligns with progressive educational theories that advocate for interactive and inclusive learning environments.
References
- Cummins, J. (2000). Language, Power, and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
- Freeman, D. & Freeman, Y. (2009). Academic Language for English Language Learners and Struggling Readers: How to Help Students Succeed Across the Curriculum. Portsmouth: Heinemann.
- Gupta, A. (2020). Peer Tutoring as an Active Learning Strategy in a Multilingual Classroom: Implications for Future Research. International Journal of Multilingualism, 17(4), 463-479.
- Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge.
- Johnson, D.W. & Johnson, R.T. (1986). Cooperative Learning in the Classroom. Interaction Book Company.
- Rogers, C. (2011). Peer Learning: A Lifelong Process. Journal of Peer Learning, 4(1), 300-307.
- Schunk, D.H. (2012). Learning Theories: An Educational Perspective. Boston: Pearson.
- Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge: Harvard University Press.