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

South African Journal of Childhood Education


 
 
Field Value
 
Title First additional language teaching in the foundation phase of schools in disadvantaged areas
 
Creator Lenyai, Ellen
 
Subject — first additional language; second language, English competency, foundation phase —
Description 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.
 
Publisher AOSIS
 
Contributor
Date 2011-12-31
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — —
Format application/pdf
Identifier 10.4102/sajce.v1i1.76
 
Source South African Journal of Childhood Education; Vol 1, No 1 (2011); 14 pages 2223-7682 2223-7674
 
Language eng
 
Relation https://sajce.co.za/index.php/sajce/article/view/76/78
 
Coverage — — —
Rights Copyright (c) 2011 Ellen Lenyai https://creativecommons.org/licenses/by/4.0