Exploring English language challenges faced by Grade 12 learner : the case of two secondary schools in Sekhukhune, Limpopo Province, South Africa

Abstract

This study explored the English language challenges faced by grade 12 pupils at the selected high schools in Limpopo province, South Africa. Therefore, in order to contribute to the literature regarding English language learning and teaching with specific reference to grade 12 pupils who do not speak English as L1, data was collected using in depth interviews and observations of classroom teaching and learning where students attended English lessons. Field notes were also used as supplementary information. Due to the nature of the study, the in-depth interviews were held with pupils and English teachers to gather data about their English language challenges as viewed by them and to evaluate if they are satisfied with their English language competency. Data from in-depth interviews and observations were analysed qualitatively. The overall findings of the research revealed that grade 12 pupils English language competency is limited and needs to be improved in order to aid their academic performance and also to be able to communicate clearly without any linguistic hindrances with their teachers. Grade 12 like any other students who study through English language, need to have a good and adequate English language to be able to access content of some of their subjects. In addition to English language competency, grade 12 are at the apex of their basic education journey and need to improve their English language competency as a prerequisite to their higher education journey. Most (if not all) the universities in SA and around the world use English as a Language of teaching and Learning (LoLT).