First additional language teaching in the foundation phase of schools in disadvantaged areas
Year: 2011
Type: article
Abstract: Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication skills. It argues that if teachers do not use methods that encourage children to communicate in English the children might not acquire the competence needed to use English as the language for learning in Grade 4. Policy makers are advised to monitor the implementation of the first additional language policy and to oversee the development of an English literacy-training programme in the foundation phase that could provide teachers with the necessary skills and appropriate approaches for teaching the target language.
Author: Ellen Lenyai
Institution: University of South Africa
Language: English
Subfield: Linguistics and Language
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $651
OpenAlex ID: W2132809156