Abstract:
The purpose of the study was to examine how the transition process from the foundation
to the intermediate phases could be properly managed to minimise challenges that are
part of it, some of which disturb a smooth integration into the intermediate phase. This
is a qualitative case study which employed interviews, document review and
observation methods to collect data. Data were analysed through the thematic content
analysis and the constant comparative methods. Findings of the study revealed
amongst others that shifting of language of instruction from mother tongue in the
foundation phase to English in the intermediate phase requires attention. In addition,
changed teachers’ handwritings from foundation to intermediate gave learners a
problem. Finally, teachers who were not trained to teach a foundation phase were found
to be complicating the transition from the foundation to the intermediate phases by
learners. On the basis of the shared findings, the researcher recommends that English
be made a language of instruction from the foundation phase, not from the intermediate
phase as it is the currently the case in primary schools The researcher further,
recommends that it be made mandatory for teachers from the foundation and
intermediate phases to use print method when writing inside the classroom with learners
as a way of addressing the problem of different handwritings by teachers. Some of
teachers’ handwritings give learners a huge problem to see clearly. Hence the
recommendation of the print method. Finally, the researcher strongly recommends that
only well trained and qualified teachers be permitted to teach foundation and
intermediate phases. This is likely to ascertain that a good educational foundation is laid
at an early stage, when learners are still so young and cognitively highly receptive.
