First additional language teaching in the foundation phase of schools in disadvantaged areas

Ellen Lenyai

doi:10.4102/sajce.v1i1.76

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.

Highlights

In a multilingual country like South Africa it is important that learners reach high levels of proficiency in at least two languages, and that they are able to communicate in other languages (Department of Education, 2002: 4)
The question was whether teachers in the foundation phase taught English literacy to promote communication skills and to prepare children to use it as a Language of Learning and Teaching (LoLT) in Grade 4
If teachers understood that English literacy was taught to promote communication skills and to prepare children to use it as a LoLT in Grade 4, they might have considered including other approaches

Summary

Introduction

In a multilingual country like South Africa it is important that learners reach high levels of proficiency in at least two languages, and that they are able to communicate in other languages (Department of Education, 2002: 4). It states that by the end of Grade 3 children must reach a high level of communicative competence and be able to read well (DBE, 2010: 7-9) The implication of these policies is that teachers must have good knowledge and skills to guide learners to develop communicative and reading skills in the first additional language, which in this case is English. When English is taught to facilitate assimilation into a new culture for instance, the total immersion approach is recommended because the approach steeps children into the English language and culture In this case the issue is literacy, implying that it is an introduction to English and attention must be on comprehension and communication skills. A literature review on the teaching of the first additional language was used as conceptual framework to support the standpoint that teachers must have the skills to promote comprehension and communication skills if they are to develop children who are competent in English

Literature review

Methodology

Findings

Conclusion and recommendations