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Improving the teaching of English as a first additional language in South Africa.

Resource type
Report
Authors/contributors
Title
Improving the teaching of English as a first additional language in South Africa.
Abstract
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support.
Institution
American Economic Association
Date
July 15, 2020
Language
en
Accessed
2020-07-20T18:09:47Z
Extra
type: dataset Trial registratin: 10.1257/rct.5148-1.0
Citation
Cilliers, J., Fleisch, B., Kotze, J., Mohohlwane, N., Taylor, S., & Thulare, T. (2020). Improving the teaching of English as a first additional language in South Africa. [Data set]. American Economic Association.