The impact of teachers’ limited English proficiency on English second language learners in South African schools

Norma Nel,Heléne Müller

doi:10.15700/saje.v30n4a393

Norma Nel, Heléne Müller

Open Access

https://doi.org/10.15700/saje.v30n4a393

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Abstract

The importance of the role of language in teacher education programmes and in children’s learning is crucial. This study focuses on the use of English as the language of learning and teaching and its impact on the language development of English second language (ESL) student teachers and ESL learners. Against the background of major theories in second language (L2) acquisition and learning, this topic is contextualized within the South African education system. An empirical inquiry was carried out in which portfolios (evidence of practical teaching including lesson plans and learners’ work) submitted by final year student teachers enrolled at a large distance teaching university for the Advanced Certificate in Education: Inclusive Education were scrutinised. A comparison of teacher and learner written errors was made. Based on the findings, a questionnaire was designed to determine the extent of the impact of teachers’ limited English proficiency on learners’ English proficiency. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching practice to ensure quality ESL teacher input and ESL learner performance. Keywords: English second language; input; learners; limited English proficiency; student teachers

Highlights

The transition which English second language (ESL) students need to make when using English as language of learning in higher education is a matter of great concern in the South African higher education sector
Chiwome and Tondlana (1992:248) postulate that non-English speaking students who are African mother-tongue speakers prefer to be taught in English, at university, even though it takes longer to learn in the second language (L2) than in the mother tongue
Phonological errors occur when L2 learners are taught by L2 teachers, in the sense that incorrect sound, stress and intonation patterns as well as faulty pronunciation are transferred to the L1 (English language)

Summary

Introduction

The transition which English second language (ESL) students need to make when using English as language of learning in higher education is a matter of great concern in the South African higher education sector. Chiwome and Tondlana (1992:248) postulate that non-English speaking students who are African mother-tongue speakers prefer to be taught in English, at university, even though it takes longer to learn in the second language (L2) than in the mother tongue. This paper focuses on the limited English proficiency of final year student teachers enrolled for the Advanced Certificate in Education (ACE): Inclusive Education at the University of South Africa (Unisa). These students are practising teachers who teach ESL learners and their own language proficiency influences the learners’ English language acquisition and academic progress. Emanating from this concern is the alarmingly low pass rate in the ACE: Inclusive Education programme as reflected in recent statistics: a pass rate of 49.58% in 2006; a pass rate of 47.86% in 2007 and a pass rate of 44.39% in 2008

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