Enhancing implementation of strategies to employ English as LoLT in intermediate phase Buffalo City classrooms
| dc.contributor.advisor | Grobler, A. M. | en_ZA |
| dc.contributor.author | Njoli, Zikhona | en_ZA |
| dc.date.accessioned | 2025-01-08T13:31:33Z | |
| dc.date.available | 2025-01-08T13:31:33Z | |
| dc.date.issued | 2023 | en_ZA |
| dc.description | Dissertation (M.Ed.(Education in Languages))--University of the Free State, 2023 | en_ZA |
| dc.description.abstract | Language plays a pivotal role in teacher education programs and the educational development of children. In the South African context, English is often used as a First Additional Language (FAL) and becomes the primary Language of Learning and Teaching (LoLT) from Grade 4 onwards, as outlined in the Curriculum and Assessment Policy Statement (CAPS) by the Department of Basic Education (DBE, 2011). This transition poses significant challenges for both learners and educators. The foundation of language acquisition in a learner's first language (L1) plays a crucial role in their ability to learn a second language (L2), such as English. According to Cummins' Interdependence Hypothesis (Cummins, 2000), skills developed in the first language can transfer to the second language, thereby aiding in the acquisition of L2. This hypothesis underscores the importance of a strong L1 foundation, as the cognitive and academic skills developed in L1 are instrumental in mastering L2. Research by Lightbown and Spada (2013) highlights that successful L2 acquisition is significantly influenced by the learner's proficiency in their L1. Learners with a robust foundation in their native language tend to acquire the second language more efficiently because they can leverage their existing linguistic knowledge and cognitive skills. This perspective is supported by Pretorius and Spaull (2016), who emphasize that learners' reading skills in their home language (HL) serve as a critical basis for developing similar skills in their second language, English. The adoption of English as the LoLT in Intermediate Phase (IP) classrooms, especially from Grade 4, introduces several multifaceted challenges. One of the primary hurdles is learners' difficulties in acquiring proficiency in English, which affects their overall academic performance (Nel & Muller, 2010). This challenge is compounded by the fact that English is used as the LoLT across various subjects, not just in language classes, adding to the complexity (Smith, 2019). The South African educational landscape is unique due to its diverse socio-economic and linguistic context. Many learners come from homes where English is not the primary language spoken. In urban areas, languages such as IsiXhosa are predominantly used, while rural areas may feature a variety of regional languages (Spaull, 2022; Setati, 2020). This limited exposure to English outside the classroom restricts learners' opportunities to practice and improve their language skills (Heugh, 2020). 𝗥𝗘𝗙𝗘𝗥 𝗧𝗢 𝗧𝗛𝗘 𝗔𝗧𝗧𝗔𝗖𝗛𝗘𝗗 𝗗𝗢𝗖𝗨𝗠𝗘𝗡𝗧 𝗙𝗢𝗥 𝗔 𝗙𝗨𝗟𝗟 𝗦𝗨𝗠𝗠𝗔𝗥𝗬! | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11660/12943 | |
| dc.language.iso | en | |
| dc.publisher | University of the Free State | en_ZA |
| dc.rights.holder | University of the Free State | en_ZA |
| dc.title | Enhancing implementation of strategies to employ English as LoLT in intermediate phase Buffalo City classrooms | en_ZA |
| dc.type | Dissertation |