*4.2.4 Verbal support*

The most common participant responses were demonstrations using students, the use of poems, dialogues, etc. and explaining words in context. Demonstrations using students refer to the teachers using the students to physically demonstrate the content. The use of poems, dialogues, etc. is used to increase the students' oral language

*Teachers' Practices for Supporting Students with Learning Difficulties in Linguistically Diverse... DOI: http://dx.doi.org/10.5772/intechopen.113749*

abilities. Explaining words in context helps the students to expand their vocabulary and understand better.

*Theme 2: Ineffective strategies for accommodating linguistically diverse students.*

Ineffective strategies for accommodating linguistically diverse students refer to what the participants found to be ineffective strategies for accommodating linguistically diverse students. These ineffective strategies according to the participants include (1) group work, (2) code-switching and (3) using only one language of instruction.

Group work was found to be ineffective by the interviewees, because the message that the teachers were trying to convey was understood incorrectly by the students. Code-switching was found to be ineffective by the participants due to the fact of the teachers and the students limited grasp of the languages being used. This refers to the teacher or the students being fluent in only one of the languages being used during the process of code-switching. Using only one language of instruction was found to be ineffective as it does not accommodate linguistically diverse students who do not understand the language of instruction.

*Theme 3: Teacher training and professional development.*

Teacher training and professional development refers to the training which teachers have either been provided with or personally sought out after their studies. A common response by the participants showed that most schools had not provided any additional training for their staff. However, the teachers did not personally seek out any additional training. This training is referred to as continuous professional development. A sub-theme that emerged from the participants' responses referred to subject-specific workshops, which is based on providing activities and strategies to teachers to be used in subject-specific classrooms. The participants' responses reflected the important role that staff play in each other's teaching. For many of the participants, they had not been provided with additional training and therefore, they have sought out assistance from their fellow colleagues.

### **5. Discussion**

The primary research question was, "What are teachers' instructional strategies for facilitating learning in linguistically diverse primary classes?" The demographic information provided illustrates that even among teachers, linguistic diversity is prevalent and within the individual classroom, it is not just the South African official languages that are represented. The cosmopolitan nature of the capital city means that other languages are also represented thus increasing the extent of diversity in primary schools.

The vast majority of the participants are aware of the need for the education system to be cognizant of the extent of diversity and for teacher preparedness for teaching in multilingual linguistically diverse classes to be intentional and for teachers to be better equipped for the task. The participants suggest that training in new techniques, specialized teaching in the home languages and support ought to be accorded to them to ensure that the effectiveness of their jobs can be guaranteed. In their bid to support the students in their classrooms, the participants disclosed that they modify their instruction, assessment and environments for better results. The strategies teachers highlighted as being effective for facilitating learning within linguistically diverse classroom includes incorporating the knowledge of culture within the classroom, collaborative learning, code-switching, using more than one language of instruction,

visual assistance, verbal support, modifying assessments, classroom learning environments and instructions, bilingual resources and peer support. It is interesting that the participating teachers did not mention the use of translanguaging. This could be due to a lack of awareness of this term and possible association with secondary and tertiary education.

In terms of support for assessment, the teachers stated that effective methods included providing extra time, allowing dictionary use, incorporating word banks and visual materials to make the content in the assessment easier to understand, as well as providing hints such as putting keywords in bold or italics. There were participants who expressed some frustration on the long-term effect of the use of some of the support strategies they use in their classes. An example of this is code-switching and code-mixing. These strategies are effective instructional strategies but could constitute challenges during assessments that are solely completed in the language of instruction.

The teachers expressed a desire for more directed and relevant professional developments that are contextually relevant to them and their students. It appeared that they do not always have the luxury of choosing which training or professional development programmes to attend and while the programmes contain important information, the extent of linguistic diversity of the teachers' contexts is not considered resulting in their inability to implement and sustain the new knowledge.
