Social Distancing Disbanding Learner Groupings: A Case on Language Development

Abstract

Information sharing is a fundamental aspect in learning an unfamiliar, yet, an additional language, with specific regards to reading comprehension. Language teachers are faced with a task to monitor development, performance, and effectiveness in learner reading proficiencies. This chapter aims to measure if disbanding learner groupings as per the social distancing protocols brought about by COVID-19 restrictions has any impact on language enhancement. Henceforth, there are limited suggestions by literature in relation to disbanding learner groupings, yet improved reading proficiency is one of the crucial language aspects to be mastered for one to be a successful scholar. Nonetheless, this chapter aims to provide teaching strategies applied by English language teachers to necessitate transmitted learning in accordance with information sharing as learners are dependent on one another for language enhancement, thus leading to academic achievement.

1. Introduction

For improved academic achievement and acceptable reading proficiency levels, learners need to vigorously engage on varying reading activities. When they work as groups, they tend to learn from one another through collaboration, information sharing, and mentoring each other. There have been identified benefits of working as groups when primary school learners learn an unfamiliar language in the schools studied, this being referred to English language learning [1]. Research reveals that for primary school learners to engage in the form of groups during the processes of language learning and teaching, there are enriched social skills that are acquired, including cooperation and accountability, as such it becomes easy for learners to break down compound tasks into minor and convenient packages [2]. The main benefits of group work when developing language proficiency among learners include cultivated discussions and justifications, let alone contesting learner assumptions, yet the ultimate goal being emerging robust communication skills. This strategy has been observed to curb problems of shyness, lowered self-esteem coupled with self-motivation [3]. As emergent readers, learners in the primary school need daily continued engagement with reading exercises as learning to read has been recently regarded as one of the core educational objectives not for English language learning only, but across all the subjects underpinning the curriculum as there are also texts to be comprehended.

However, in the previously known South African schools’ classroom environment prior COVID-19 pandemic era, policy advocated for formation of learner groupings as learning and teaching has to be learner-centered and learner-paced, this being prescribed by the Curriculum and Assessment Policy Statements (CAPS) [4]. English language teachers, through this arrangement, would proudly report on escalating learner achievements that used to be paired up with improved reading proficiency levels. This makes us as authors of this manuscript to acknowledge the importance of group work. To our perception, working as groups when learning a language leads to a more effective and fun collaboration as learners with diverse learning styles and learning abilities are granted an opportunity to engage with others, thereby anticipating the comprehended text from diverse perspectives, yet promoting confidence levels and expanded listening, thinking, speaking, and writing skills. All these are regarded as the core language skills for language learning [5]. For learners to be successful, efficient, and effective scholars, these skills need to be mastered.

2. Literature review

Grouping of learners when studying a language has been proved to lead to progress and success in academic achievement [6]. Teamwork is of real importance as learners engaging in this manner were identified to have exhibited better achievement levels when compared with those who preferred to study or learn in a single-handed mode. Henceforth, there is a vital need for English language teachers to be quite conversant that indeed group work has some profits and therefore are expected to apply such strategy during the processes of teaching and learning.

On the other side, social distancing protocols emanating from COVID-19 regulations have resulted in schools being left with no other option than to disband the previously formulated classroom learner groupings [7]. One may ask himself, what then has the current state of the existing new normal put primary school language teachers together with the learners as recipients in the teaching-learning process, as previously been observed by the authors that this cohort of teachers has full confidence for language development when comprehending texts is handled not in an individual perspective, but by learners specifically arranged as groups to interact, engage, thereby learning as peers. Furthermore, learners in the studied schools got intimidated by the abrupt changes in the schooling situation more so that learning English language, being unfamiliar hence not their home language, needs to be nurtured. By so doing, learners would then value own cultural heritages attached to obtaining valued experience in English language [8].

As an operational method to inspire active learning, for communication skills joined mutually with critical thinking, there is a need to encourage group work among learners [9]. On the other side, literature reveals that the current situation across all environments due to the COVID-19 regulations has brought about some negative effects resulting in stress from loss of peer interaction with regard to academic content as learners are no longer denied access to practice the so-called previously known normality of either sitting as groups or as pairs in a classroom setting, as a way of responding to the constraints of social distancing observance [7, 10]. This current state of affairs is declared similar to the period when there was once some disturbance in the schooling mode of behavior. There emerged an influenza first perceived in the United States, then later swiftly blew out across the entire countries of the world. As reported by the public health schools in such communities had to be closed down due to the influenza pandemic [11]. The schooling situation or practices by then were declared to have slightly changed as all inhabitants were expected to give full observance of the prescribed instructions by the then governmental officials.

Furthermore, as learners actively engage in group work, they obtain chances to express own opinions and ideas. As deliberations reach climax within a specific group of learners, critical thinking and robust discussion are also improved [12]. When learners’ critical thinking and engagement skills are improved, problem-solving is then enhanced, together with improved communication skills, consequently leading to an enriched cultural awareness [13]. Such improved skills would be eminent as learners would have learnt to listen at others’ opinions, then providing feedback. As this entire exercise is carried out, one would notice that learners forming a single group originate from dissimilar linguistic constituencies, different backgrounds, diverse cultures yet with varying learning styles, as such, at their early ages, learners then learn to have respect for each unique individual.

This manuscript is strengthened by Guskey’s model of teacher change [14]. A model of teacher change has been used for this investigation pertaining to changes currently championing the education system, as brought about by the COVID-19 etiquettes that need to be observed by all individuals around the country [15]. The framework further portrays ecological changes in consideration of the attitudes and beliefs toward teaching and learning, as is the case in the current schooling situation. Previously, teachers strongly believed that for an operational and functional language development in learners, better results used to be eminent when learners were grouped, yet the current situation has resulted on learner groupings being disbanded.

With respect to the main objective of this chapter, authors opine that for learners to comprehend any text with understanding, there is a dire requirement for a combined practice between the text itself and learners brainstorming as a group. To uplift and motivate this notion, language teachers are therefore anticipated as the ones to constantly allocate reading tasks to learners in the form of groups, irrespective of whether during the normal classroom environment, or for tasks assigned as take-home activities. If English language teachers would embark in this practice, language proficiency among learners would surely be enhanced as perceived by the authors [16]. Teachers therefore are regarded as the core recipients to ensure language enhancement in learners, as suggested by the theory underpinning this manuscript [14]. Innovative reading skills, ease at comprehending with text, and upgraded language skills would then emerge, therefore leading to academic excellence as the greatest percentage of the subjects buttressing the curriculum in the schools investigated are offered in the English medium.

3. Methods and materials

For the purposes of this investigation, the authors followed a qualitative approach entrenched by a case study design. This is a research approach applied for generating an in-depth understanding for some compound issues affecting real-life situations. Authors used this type of design in order to have an understanding of recent social distancing trajectories affecting the previous normal running of schools [17]. Truths pertaining human behavior as authors studied the real-world circumstances that unfolded were put together [18]. An inclusive understanding pertaining to teacher perspectives on language development on the view that grouping of learners was no longer a practice, henceforth social distancing code of practice, was followed. For the context of this study, investigation was based on administering semistructured interviews to 10 purposefully selected teachers from three different primary schools in one district of the Eastern Cape Province in South Africa [19, 20]. Authors decided to embark on selecting participants in a purposive manner as this sampling technique allows researchers to rely on own judgment when nominating population members to participate. Henceforth, we decided to identify teachers from the surrounding locations where high COVID-19 death tolls had been reported by statistics [11]. Further than that, purposive sampling was a method that suited us well, hence the limited number of our participants who served as primary data sources by virtue of the case study designed ingraining this investigation. Participants nominated were teachers who offered English language as a medium reinforcing the utmost percentage of subjects enrolled in these particular schools.

As perceived by research, semistructured interviews as a data-collection instrument permitted the authors full engagement with all participants, more so that chances to explore more on crucial emerging themes seemed eminent [21]. Open-ended interview questions revolved around viewpoints of teachers on the subject of learner proficiency reading levels as directed by the abolishing of engaging on reading as groups, despite the previously reported improved readership in learners when such reading exercises used to be tackled in daily learner groupings. Despite the interview schedule containing open-ended questions, authors were at liberty to throw follow-up questions in instances where further clarities were deemed necessary. As a way of observing the current social distancing procedures, as well as avoiding grouping all participants in one common venue, interviews were conducted in a one-on-one fashion. Authors arranged meetings for each single participant at a single time. The interaction or engagements between the authors and participants started in September 2021 and at a later stage got terminated beginning December 2021 as both the interviewers and the interviewees became entangled in the processes of administering examinations in their varying work stations. As the interview schedule was administered, authors took some recordings, which were later replayed again and again. These recordings were taken in a different number of visits and days, for an interval ranging between 15 and 20 minutes for each individual participant. This method helped authors to be able to transcribe all responses from all participants, avoiding not to disregard any single response. Similar or relevant responses were grouped together and thereby coded by the authors as a way of formulating themes [17, 18, 19, 20, 21, 22].

4. Research results

There are two themes that emerged during data analysis from an argument of findings for this investigation [22]. In consideration of reading proficiency levels, it emerged that reading is affected by disbanded learner groupings due to the COVID-19 pandemic era code of practice. The second finding outlined relates to learner attitudes resulting in feeling isolated from their peers, and yet this is proving to somehow influence language development intertwined with learner achievement.

4.1 Proficiency levels in reading

Among the group of participants, one teacher reported own observance on proficiency levels in reading among learners since in the classroom setting, learner groupings had no longer become the talk of the schooling environment: My greatest worry is that learners in my class previously performed maximally well during the times when I used to group them as per their reading abilities. On the same view, another participant concurred: With time, all those who still displayed some difficulties in reading texts would improve through interactions and support made by members in a single group. Learners would later require me as their teacher to allow time to engage in competing as groups as a way to encourage learners to be all in an accepted level with regards to their proficiencies in comprehending with texts.

4.2 Learner attitudes versus isolation

It was divulged that the majority of learners felt isolated from their peers. Henceforth, the current COVID-19 social distancing restrictions pertaining to the seating logic of one learner seated in a stipulated distance away from the other, they no longer had opportunities to either exchange ideas or share information as they used to when seated as groups.

In relation to this encounter, one participant argued that: Even if those learners who are super gifted than the rest have successfully comprehended with the text within a short space of time, as their teacher I have recently developed reluctance to either pair or group learners according to their reading abilities, with fear of clomping learners together, in case one contaminates the deadly disease from the other. On that note one participant reported a story that left us so sad, but without any remedy to suggest: As I came a little bit closer, one by one, to those learners with difficulties to comprehend with the assigned texts, they almost gave me a similar response that they felt so isolated and deserted as groupmates who used to assist them were now seated afar, making it difficult to easily exchange ideas and ask for assistance and mentorship when they came across new, unfamiliar and difficult words.

5. Discussion

Pertaining to reading proficiency levels, a key finding was a noted deterioration in reading progress among learners. Teachers offering English language as a subject debated that motivation within learners as groups no longer exists, actually, it has then been compromised as each learner had to battle or struggle on comprehending the text all alone, this somehow displaying a sudden lack of collegiality among learners registered for the same subject. This situation was even made worse by the current situation that existed when learners were at their cultural or rather home backgrounds. Learners had reported to respective teachers that isolation also roams in their living environments to such an extent that even if one had a neighbor with whom they are enrolled for the same grade, phase, or subject, parents denied their children access to visit others for purposes of information sharing sessions [23]. As authors of this manuscript, we really feel pity for the cohort of learners experiencing difficulties in comprehending with texts. Actually, this then becomes a call for language teachers to identify alternative strategies that would curb the situation of learners who feel isolated and left alone, as this might lead to implications of increased learner-dropout rate as well as lowered progression levels. On the other side, a reading nation is a wealthy nation, we all need to engage with written texts in order to be an economically balanced country.

To curb the situation, learners need to be motivated so as to be able to adapt in the unfamiliar systems of self-independency. Motivation is known for its importance especially in learning an unfamiliar language, in this instance this being an English language. Motivated learners have since been noted of achieving their goals, while on the other hand those with lack of motivation become victims of not obtaining the intended academic achievement. Nurtured motivation has been identified to lead higher levels of language competence. It therefore lies with English language teachers that as learners are held in situations of no longer vibrantly engaging with group members in the classroom environment, learners be encouraged and driven toward attaining short-term goals such as reading and writing, by so doing, they would improve in language proficiencies. Dissolution of learner groupings is perceived by learners as not supportive toward language learning. With limited collaboration, some learners could undergo stress disorders or related sicknesses [6, 7, 8, 9, 10].

Furthermore, as collaborative learning has proved to yield good results, teachers are then advised to let learners learn as either pairs or groups, even if the seating plan makes learners to be scattered from each other [24]. This method of learning collaboratively has been proved by other writers to have some advantages as research argues that in group work learners have an opportunity to learn from each other as they can better unpack some ideas clearer to respective classmates, as compared with how a teacher would have tackled it, this at times resulting from that some learners have an introvert attitude, as such become reluctant to seek assistance from their teachers [25].

From the collected data, it also emerged that the newly designed seating plan for learners to be positioned apart from their peers seemed to have some adverse impacts on learning, and specifically for the purposes of this investigation, isolation led to attitudes of neglect, this having an influence on language development [26]. The current seating plan in the schooling environment is attached with compliance of COVID-19 regulations on social distancing as prescribed by the South African government. Elements of anxiety in learners revolve around logistics encounters with regard to loneliness, discomposure, and loss of peer interaction [27]. To the authors’ perspective, these critical aspects are likely to have an influence on academic content and uncertainty in learner progression. Teachers also reported that learners whose comprehension levels were not of the expected average normally raised concerns that the current seating plan causes lots of stress, likely to impact on their development in learning.

On the other side, teachers also reported their concern regarding learner isolation as this might impact on emotional and social learning [28]. Proficiency gaps in reading abilities were noted by language teachers to have erupted ever since the innovations on the classroom seating plans, in so much that isolation even from friends and family in general, have normally resulted into an unhealthy social learning environment. This finding is in line with the views that for a task to be considered as outcomes-based, learners are expected to cultivate some links in between the content learnt and the encompassing learning styles thereof. Moreover, as learners comprehend and intermingle in the target language that is being learnt, there seems to be a crucial need for them to interact and communicate among themselves for easy access to acquire the logistics of the new and the unacquainted language. Engaging in such a strategy is likely to rebuild self-confidence, this leading to improved language proficiency levels [29]. For satisfactory progress, learning in schools needs to be a process administered through social relationships, including oneself, life, as well as collaborating with others through unanimous decision-making [30, 31]. By so doing, the school then becomes a family because of the supportive networking by both teachers and groups of learners. For such networking to be lost, it then really becomes a greatest concern ever. As the authors of this manuscript, we therefore opine for paramount importance that language teachers devise the necessary strategies aimed toward improved language proficiency with revised approaches to help rebuild the lost self-intrinsic inspiration within learners as swept away by isolation logistics.

6. Conclusion

The fundamental aim of this chapter was to measure the extent to which terminated learner groupings as a way of responding to the COVID-19 social distancing logistics had any influence on language enhancement. Importance of this investigation is reaffirmed as all the underlying discussions for this article have been proven to be aligned with the model of teacher change [14]. An examination of disbanded learner groupings led to the key finding outlining that indeed group work yields best results in relation to reading proficiency in leaners. From the data analyzed, it has become eminent to note that restricted groupings of learners in the current schooling situation seem to have an effect of redundancy toward a healthy reading culture. As perceived by the authors of this chapter, a nation with restricted or deprived culture of reading is tantamount to a vehicle expected to be in motion, yet fully loaded with a dead engine. Findings of this investigation therefore imply that despite the restrictions to group learners in classroom settings, language teachers are faced with a huge task to motivate the young, yet highlighting to them that with time they need to develop responsive attitudes with that sense of individual drive toward their learning, as the current state of affairs has led to all scholars being held up in the predicament of self-studies, of which no one had ever anticipated. Henceforth, authors recommend that managerial implications of this investigation be vested on the policymakers to redesign functional policies that would act as alternatives into restoring worthwhile sitting plans, yet, rebuilding that sense of inner ambiguity among learners no longer able to collaborate with peers as was in the previously disbanded learner groupings.

Acknowledgments

First and foremost, let me appreciate and thank the Almighty God for the strength and wisdom. Without His blessings, I doubt if we would have courage to successfully write this manuscript.

To write a book chapter is really hard work than I ever imagined, yet rewarding because as I continue embarking on the process of writing, my research skills coupled with academic writing logistics are sharpened day by day. This chapter encompasses to measure whether disbanding learner groupings as per the social distancing protocols brought about by COVID-19 restrictions has any significant impact on language enhancement.

I would be making a mistake not to acknowledge the amazing obligation that I owe toward researchers who encouraged me on manuscript writing. For this manuscript to be written in completion, an immense amount of work was done and would not have happened without an inspiration by a number of compassionate researchers whom I collaborated with, inclusive of:

Dr. Nomxolisi Mtsi, who was the first person to inspire me on research writing. As I narrated to her that my life situation had its ups and downs, she just told me that there was always a way out for whatever situation experienced. This academic was the one who whispered out loud in my ears that I need to start focusing on research writing. I can assume in me she sensed a hungry academic that needed some inspiration to grow. She went an extra mile to introduce me to Dr. Thandiswa Mpiti, with whom we are in the same field of research: languages. I am so grateful to have networked with such an academic, engaging on research writing, sharing experiences, and stimulating one another.

I cannot turn a blind eye on this one. To Dr. Shakespeare Chiphambo, no matter how the awkward timing would be, he is always eager to read through my drafts and offer whatever form of assistance I require from him in relation to manuscript writing.

I am ceaselessly appreciative to my mentor: Professor Bongani Bantwini, my managers at work: Professor Nolutho Diko and Mrs. Nondwe Mtshatsha. These seasoned academics would always and forever encourage me to make it a priority that I prioritize on manuscript writing to be considered as fully blown in academia. My mentor would always go an extra mile to read through my drafts.

Without proficiencies, collaboration, and support from my colleague at work, Dr. Ntando Elliot Mpahla, the research expertise on manuscript writing, would not have been to this level.

To all the researchers who would preach into my ears that to be regarded as a real academic one has to embark on publishing, thank you so much for inspiring more authors to have courage to convert their ideas to becoming stories. It is because of such inspiring comments that I have obtained some growth opportunities.

For the publication of this manuscript, I wish to extend my sincere gratitude to the Walter Sisulu Research Directorate for offering funding toward our publications. This stimulates and encourages us as researchers to have a maintained zeal toward the project as academic writers.

Writing a chapter about real-life experiences encountered in the workplace during the processes of teaching and learning is indeed a bizarre process, but through the ongoing support of the colleagues in the same field of work, there was continued motivation and inspiration to maintain the passion of bringing all our stories to life.

A very special word of thanks goes to my family. My kids, Yonela, Tina, and Zenazi, for supporting me without complaining even at times when I gave them less attention than they expected. My nephews and nieces, Odwa, Ongeziwe, Lisolethu, Kungawo, Amyoli, and Minathi, for exercising patience when I took longer to assist them with their studies while I was still hooked up in this little piece of writing. Their level of understanding is well applauded. My brother, Campbell, and sisters, Xoliswa and Hombakazi, for always encouraging me in whatever endeavor intending to make my life a better one. My mom, Vuyiswa, who would always and forever urge all her kids to prioritize with engaging in furthering their studies for being successful and prominent citizens. Lastly, my debt goes to my late dad, Erick Vuyisilet, who always dreamt big about the level of education for his children.

Conclusions to this study have been sharpened by contributions of our participants. For the time they excellently dedicated in engaging in this investigation, they are highly acknowledged.

Interview Schedule for English First Additional Language Primary School teachers

1. To what extent is social distancing in relation to learner attitudes versus isolation affecting language development?

2. What role does social distancing play with respect to learner groupings on reading proficiency levels?

Your participation in this regard is of the highest value in this enquiry. Thank You.