Abstract
In a previous study Moodley, Kritzinger and Vinck (2014) found that formal English Additional Language (EAL) instruction contributed significantly better to listening and speaking skills in Grade R learners, than did a play-based approach. The finding in multilingual rural Mpumalanga schools was in agreement with numerous studies elsewhere. Additional extraneous variables such as teachers’ first language, qualifications, age and experience, and learners’ first language and gender may also relate to EAL performance. The aim of the present study has been to determine whether these variables were significantly associated with learners’ EAL performance scores. A matched two group comparison study was conducted, utilising 175 learners and 10 teachers from isiNdebele, isiZulu, Sepedi, siSwati and Xitsonga first language backgrounds. The English Language Proficiency standards assessment tool was used. Learners of IsiNdebele teachers and young qualified teachers performed better than other learners. Learners with isiNdebele as first language performed better than learners from other languages. No association between gender and learner performance was found. The advantage of isiNdebele speaking teachers and learners in EAL teaching and learning may relate to the many borrowed phonemes and words from English. Further research is required to strengthen the evidence. Keywords: English Additional Language instruction; English Language Proficiency (ELP) standards assessment tool; Grade R; isiNdebele; isiZulu; Sepedi; siSwati; teacher qualifications; Xitsonga
Highlights
There is a widely expressed concern with the underachievement of learners whose language of learning and teaching (LoLT) is different from their own (Flynn, 2007)
Learners with isiNdebele and Xitsonga as first languages performed significantly better in both facilitation methods
The research contributes to a better understanding of contextual variables, which may enhance English additional language (EAL) learning in Grade R
Summary
There is a widely expressed concern with the underachievement of learners whose language of learning and teaching (LoLT) is different from their own (Flynn, 2007). Given that it can take five years or more for a learner to acquire academic competency in a second language (Clifford, Rhodes & Paxton, 2014), it is important to investigate variables that may be associated with English additional language (EAL) learning in schools, in order to address underachievement. As parents perceive their children to compete better in the global market when they finish school, thereby providing them with an advantage over other learners who are not English proficient (Withey, 2012)
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