Language at the Grade Three and Four interface: The theory-policy-practice nexus

Jabulani Sibanda

doi:10.15700/saje.v37n2a1287

Abstract

This paper interrogates the complexity of language use at the Grade Three-Four transition, using the South African context as a microcosm of similar educational systems. The paper describes the complex nature of the transition, particularly within a second language (L2) instructional context. It explores the dissonance between and among theory, policy or curriculum, and practice; which aggravates an already complex transition. It draws on Cummins’ Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) theory, the Linguistic Interdependence Hypothesis (LIH) and the Linguistic Threshold Hypothesis (LTH). Theory is considered in relation to the South African policy and curriculum ideals as espoused in the Language in Education Policy (LiEP) and the Curriculum and Assessment Policy Statement (CAPS) respectively, as well as in relation to the reality of the classroom instructional context. The paper argues for extensive research, which delineates the linguistic needs and thresholds second language learners need for the transition, a consideration of learners’ attainment of the requisite linguistic thresholds as a condition for the use of a First Additional Language (FAL) as Language of Learning and Teaching (LoLT), and deliberate teaching for transfer in the Foundation Phase, among other recommendations. Keywords: BICS and CALP; cross-linguistic transfer; First Additional Language; Grade Three to Four transition; Language of Learning and Teaching; linguistic interdependence; linguistic threshold

Highlights

One critical schooling transitional landmark that either disorients or empowers learners in the South African context, and in other educational contexts, is the shift from the Foundation Phase (Grade R-Three) to the Intermediate Phase (Grade Four-Six)
The hypothesis assumes that the Home Language (HL) is sufficiently developed to Cognitive Academic Language Proficiency (CALP) levels but the question is; by the end of Third Grade, have our learners acquired CALP literacy in their own language to allow for cross-linguistic transfer?
No foolproof research-based criteria have been identified for the determination of learners’ attainment of the thresholds in L2 reading and proficiency to allow for cross-linguistic transfer of competencies from the HL and for effective use of the First Additional Language (FAL) as Language of Learning and Teaching (LoLT)

Summary

Introduction

One critical schooling transitional landmark that either disorients or empowers learners in the South African context, and in other educational contexts, is the shift from the Foundation Phase (Grade R-Three) to the Intermediate Phase (Grade Four-Six). The LiEP, which advocates, but does not mandate the use of the HL as LoLT in the Foundation Phase and the eventual takeover of the FAL as LoLT from Grade Four, makes two assumptions; first, that reading ability and literacy are developed in the HL by end of Grade Three, and second, that the learners have attained the language proficiency levels in the FAL (English) to enable them to transfer L1 reading abilities and literacy to the L2.

Results

Conclusion