The acquisition of English articles as discourse-internal linguistic devices by Grade 1 isiXhosa L1 learners with English as LOLT

BackgroundQuantifiers form part of the discourse-internal linguistic devices that children need to access and produce narratives and other classroom discourse. Little is known about the development - especially the prodiction - of quantifiers in child language, specifically in speakers of an African language.ObjectivesThe study aimed to ascertain how well Grade 1 isiXhosa first language (L1) learners perform at the beginning and at the end of Grade 1 on quantifier comprehension and production tasks.MethodTwo low socioeconomic groups of L1 isiXhosa learners with either isiXhosa or English as language of learning and teaching (LOLT) were tested in February and November of their Grade 1 year with tasks targeting several quantifiers.ResultsThe isiXhosa LOLT group comprehended no/none, any and all fully either in February or then in November of Grade 1, and they produced all assessed quantifiers in February of Grade 1. For the English LOLT group, neither the comprehension nor the production of quantifiers was mastered by the end of Grade 1, although there was a significant increase in both their comprehension and production scores.ConclusionThe English LOLT group made significant progress in comprehension and production of quantifiers, but still performed worse than peers who had their L1 as LOLT. Generally, children with no or very little prior knowledge of the LOLT need either, (1) more deliberate exposure to quantifier-rich language or, (2) longer exposure to general classroom language before quantifiers can be expected to be mastered sufficiently to allow access to quantifier-related curriculum content.

Background: Studies indicate that difficulties English second language (ESL) learners experience in the classroom may not be attributed to only listening comprehension of the language of learning and teaching (LoLT). ESL learners’ performance-related difficulties may increase when linguistic complexity is added to auditory comprehension tasks. Limited research is available on the auditory skills of ESL learners and listening comprehension in ESL learners younger than 12 years. Aim: To determine which areas of auditory skills and listening comprehension Grade 1 ESL learners find most difficult. Setting: The study was conducted at two independent primary schools in an urban setting of the Tshwane district, Gauteng province, South Africa where the LoLT is English. Methods: A static two-group comparison design was used. Data were collected from two similar independent urban schools. The research group comprised ESL learners ( n = 15) exposed to English for 12–18 months. The control group comprised English first language (EFL) learners ( n = 15). The digits-in-noise (DIN), children’s auditory processing performance scale (CHAPPS) and listening comprehension test 2 (LCT-2) were used. Six Grade 1 teachers participated in this study. Results: Majority of the participants ( n = 25) passed the DIN test. In the overall scores for the CHAPPS and LCT-2, significant differences were found between the two groups ( p = 0.024; p = 0.001). Strong agreements were found between the ESL participants’ test results for the CHAPPS and LCT-2. Results indicate that ESL learners experience significant difficulties with higher linguistically dependent auditory skills and listening comprehension tasks. Conclusion: ESL learners achieved poorer scores as the listening tasks became more linguistically demanding. Specific layers of auditory skill and listening comprehension difficulties when listening in their LoLT were identified in the ESL learners. Targeted intervention and curriculum support with the help of a speech-language therapist can be provided.

The precursor literacy skills phonological and phonemic awareness play a central role in later literacy skills acquisition, especially during the transition from first language to second language mode of learning and teaching. Various research projects in South Africa found that English second language learners, even those who receive instruction in English from Year 0, do not have sufficient precursor and later literacy skills to support academic requirements. Learners who transfer from first-language instruction to second-language instruction in Year 4 may have even lower skills due to less exposure to the medium of instruction (English) on an academic level. This may further influence their literacy abilities. This study intended to analyse and determine the association of precursor literacy and later literacy skill competency measures of Year 4 learners who have recently transitioned from being taught in their L1 to English as their language of learning and teaching (LoLT). A quantitative, cross-sectional, descriptive, and correlational design was used. Non-probability, convenient sampling was employed. Results indicated that participants had limited precursor literacy and later literacy skills in English, demonstrating that transferring to their second language as the language of learning and teaching in Year 4 may be challenging. These challenges impact literacy skills necessary for academic success. Additionally, strong positive correlations between precursor and literacy skills assessed were determined. Therefore, intervention is essential to equip learners with strong literacy skills in the language of learning and teaching.

Ellipsis occurs on and above sentence level, forming a part of the discourse-internal linguistic devices that children need to access and comprehend narratives and other classroom discourse for literacy and academic literacy development A dearth exists in the knowledge about the development and mastery of ellipsis in child language, specifically for speakers of African languages regarding both first and second language acquisition timetables and contexts. This study aimed to ascertain how well Grade 1 isiXhosa first language (L1) learners,with isiXhosa as their language of learning and teaching (LOLT) compared to other Grade 1 isiXhosa L1 learners with English as their LOLT; while evaluating if gaps exist in the possible mastery and development of ellipsis with regard to the LOLT. The isiXhosa LOLT group mastered both noun and verb ellipsis by time 2, while the English LOLT group showed no mastery by time 2; although statistically significant development occurred between time 1 and 2 for the English LOLT group. A statistically significant difference is apparent in the comparison between the isiXhosa and English LOLT groups for both times and ellipsis types, which points to a lack of comprehension of ellipsis in a non-mother tongue LOLT, which may impact future literacy development.

This article addresses the issue of home language education in the South African context against the background of the ANC-dominated government's emphasis on the language rights of the learners. Literature and empirical studies show an ambiguity with regard to indigenous African Languages (IALs) as language of learning and teaching (LOLT). Linguists, educationalists as well as staff members of teacher training institutes in the Free State Province and the Department of Education are in favour of the use of IALs as LOLT on educational grounds. Students and the majority of the learners reject the use of IALs as LOLT. Reasons for their resistance against the use of IALs as LOLT are mainly economic and political. This article also reports on recommendations made by staff members, linguists and educationalists on how to change the negative perceptions of the majority of South Africans towards the use of IALs as LOLT.

The EFAL CAPS, in contrast with other subjects, has to fulfil two purposes, namely to prepare learners for Basic Interpersonal Communication Skills (BICS) and to develop their Cognitive Academic Language Proficiency to enable them to acquire English as the Language of Learning and Teaching (LoLT). However, Grade 4 learners are underperforming on national and international level, especially in subjects such as Mathematics and Science. The question, therefore, arises whether the EFAL CAPS prepares learners adequately to learn all subjects through medium of English. In order to answer this question, the Grade 4 CAPS for EFAL, as well as a prescribed workbook for learners was analysed by identifying and categorising the tasks and guidelines provided, based on the linguistic dimension of Scarcella’s (2003) Conceptual Framework for Academic English. This was done in order to determine the extent to which the prescribed materials address the academic demands of English as both an L2 and the Language of Learning and Teaching (LoLT). In the analysis of the two texts, it became apparent that some of the competencies for academic English such as sociolinguistic functions within the linguistic dimension are addressed effectively in both the CAPS and the learner’s workbook. However, the analysis also suggests that the micro skills that build up and equip learners to perform these sociolinguistic functions and activities requiring higher order thinking skills effectively, are lacking in both the CAPS and the learner’s book.Key concepts: English First Additional Language (EFAL), Cognitive AcademicLanguage Proficiency, Language of Learning and Teaching (LoLT), Conceptual Framework for Academic English

In accordance with the South African Constitution and the South African Schools Act, the Department of Education's Language-in-Education policy aims to promote multilingualism and the development of the official languages and to pursue the language policy most supportive of general conceptual growth amongst learners. The majority of South Africans prefer English and not their home language as language of learning and teaching (LoLT) after the first four years of schooling. Why? In an attempt to address the issue of choice of LoLT, in this article I report, against the background of a literature overview, on an empirical investigation on the perceptions of a group of educators and student educators, on the importance of languages in politics, education, science and technology, trade and industry, and cultural activities, as well as on educational matters pertaining to the LoLT. I explore the problematic sociolinguistic issues concerning the choice of English over home language as the LoLT.

At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LoLT). Since then, both government reports and scholarly research have highlighted the poor performance of learners and the apparentfailing standards of teaching. The study reported on in this article explores Oshiwambo-speaking teachers' perceptions of the advantages of using English as a lingua franca (ELF) as LoLT in an educational setting in Namibia, and the challenges they face. The findings suggest that, for teachers, the primary perceived advantage is that learners will need this language if they are to further their studies abroad. Furthermore, teachers overcome the challenges of using ELF as LoLT by resorting to code-switching to ensure that their learners understand the concepts that they are being taught. In this article, we frame this from a translanguaging pedagogy perspective, recommending that teachers be supported and encouraged to use both languages in an integrated and coherent way to overcome the challenges of using ELF as LoLT. This requires the Namibian Language-in-Education Policy (NLiEP) to be adapted in such a way that it allows English to be used as LoLT alongside Namibia's indigenous languages, acknowledging the bilingual/heteroglossic nature of classrooms in Namibia.

ABSTRACTOne of the enduring problems of South African educational policy changes in the past 20 years is the fact that curricula, legislation and policies have changed radically while the staff complement has remained relatively stable. Despite a progressive national language policy, schools have increasingly introduced English as the sole language of learning and teaching (LoLT), preferably from the earliest grades. In all the debate about the ‘best’ language of learning and teaching, however, there seems to be a missing voice: that of the teacher. Using an analytical framework developed by Richard Baldauf, this study shows how a focus on micro level language planning activities is important for teacher development and language policy implementation. When debating language issues, particularly the language of learning and teaching, teachers do not have a big enough say or may not be fully aware of alternative models for multilingual classes. This study brings the teacher's voice to the language policy debate. The results show that teachers are keenly aware of the multilingual context and their views and decision-making processes reflect this awareness.

ABSTRACTThe strategic Survey on Language Attitudes and Preferences of Unisa Students toward Language of Learning and Teaching (SLA) research project is a longitudinal study conducted in the wake of the University of South Africa’s (Unisa’s) revised language policy to promote multilingualism and the development of the African languages as language of learning and teaching (LoLT). Data for the preliminary qualitative part of the study was gathered by means of interviews and focus groups. The results confirm the complex nature of language attitudes in a sociohistorical context. The aim with this qualitative study was to determine the different opinions and beliefs that influence and constitute the attitudes of students towards the proposed use of African languages as LoLT at Unisa. The students’ opinions and beliefs (belief statements) are linked theoretically to relevant research and are reflected in the questionnaire compiled for the follow-up quantitative study. Proceeding from the qualitative investigation, this article offers suggestions for the development of African languages as LoLT and emphasises student involvement in language planning and implementation.

The purpose of this study was to design measures that should be included in a framework for the use of English as a Language of Learning and Teaching in a classroom interaction approach to enhance learners’ communicative competence in the Intermediate Phase. The previous research advocates that classroom interaction activities can provide opportunities for the facilitation of the additional language, as they encourage meaningful interaction in the target language and active learner participation. Moreover, a classroom interaction approach helps learners to construct their own learning while expressing themselves in the additional language. In the English as Language of Learning and Teaching (LoLT) settings, where it is an ongoing challenge to provide learners with practical learning and interactive learning opportunities, interaction activities such as discussion, storytelling, role-play, reading aloud and debate are seen as advancing measures, albeit there is superficial implementation of some of these activities in the Intermediate Phase LoLT classrooms. This multiple case study investigated the nature and scope of classroom interaction in teaching LoLT to enhance learners’ communicative competence. The study explored the teachers’ understanding of classroom interaction, teachers and learners’ beliefs and attitudes and the strategies used by the teachers in teaching LoLT in the classrooms. The research was undertaken at five public primary schools, but the focus was on the Intermediate Phase at Motheo District of Free State Province. It was found that most of the teachers still use the teacher-centred method while learners remain passive receivers. The study recommends that LoLT teachers should be trained to implement the classroom interaction using the interactive activities in additional language and create a conducive teaching and learning environment that permits the learners’ participation; the schools should have a parental involvement policy as a means of encouraging parents to be involved in their children’s learning; policy makers should include debate as an interactive activity in the Curriculum and Assessment Policy Statement (CAPS) document teaching plans in order for the teachers to fully implement it; and parents should be trained on how to assist with homework tasks and take responsibility for their children’s learning. Keywords: English as Language of Learning and Teaching, Curriculum and Assessment Policy Statement, Communicative competence

This paper evolved from a larger study and aimed to test the fractions skills of entry-level students at a South African comprehensive university. The focus in the paper is on the language of learning and teaching as one of the causes for difficulties in learning fractions for entry level science and engineering students. The sample consisted of 94 entry level students out of a population of 120, who enrolled for national diplomas in science and engineering. The survey instrument consisted of 20 items and the data were analyzed using Microsoft Excel 2013. The main findings were that entry-level students enrolled for engineering and science diploma courses struggled to apply fraction arithmetic and that the problems associated with the language of learning and teaching (LoLT) caused difficulties. This study provided important information to school- and university-level mathematics educators by confirming that language difficulties can negatively impact upon the success in learning fractions.

South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.

Although the Constitution of the Republic of South Africa gives children the right to receive education in the language of their choice, the practice of imposing English over their mother tongue remains. The aim of this study was to explore the factors that parents consider when choosing a school for their children, including the language of learning and teaching (LoLT) used at that school and how schools conceptualise the issue as entrenched in the Constitution and the Language in Education Policy. I argue that parents should be provided with many alternatives and be empowered to make logical and equitable decisions rather than being compelled to choose between Afrikaans- and English-medium schools. The research on which this article is based made use of interviews and document analysis to establish how parents made choices regarding the language of learning and teaching in the schools selected for participation. The results indicate that the alternatives that parents were presented with are questionable.

This study investigates the teachers’ experiences with English as the language of learning and teaching of isiXhosa learners. It critically examines the teachers’ practices and experiences towards English as the sole language of learning and teaching (LoLT) at two primary schools in the East London District of South Africa. The study is guided by the fact that most learners use their mother tongue (isiXhosa) in classrooms as well as outside classrooms. Theoretically, this study is underpinned by the constructivist view of language learning and English as an international language. The study makes use of the qualitative research method with a case study design. The data collected was analyzed using discourse analysis. The findings suggest some instrumental motivations to use English as LoLT. Some of these motivations include studying abroad, business with foreign investors, and integrative motivations as the learners might be able to communicate with people from different countries.