Abstract:
The South African Language in Education Policy (LiEP) states that, in the Intermediate Phase (IP), English First Additional Language (EFAL) should be the preferred Language of Learning and Teaching (LoLT). The purpose of this qualitative study was to better understand the challenges that IP EFAL learners face, as well as teachers' perceptions of EFAL reading and writing in IP. To fit the purpose of the study, purposive sampling was adopted on the basis of EFAL learning in the selected schools, which included nine IP EFAL teachers and ten written activities from learners' workbooks. Interviews and document analysis were used to collect data.
The study found that introducing English LoLT in the IP hinders profound EFAL acquisition and learning, as well as learners' reading and writing proficiencies. Poor EFAL reading and writing skills among school learners have emerged as a major concern, overshadowing the good intentions of the learning outcomes initiated by the LiEP and the Constitution of the Republic of South Africa.
The key findings presented, and suggestions put forward can inform policy decision making and best practices that underlie writing proficiency challenges of English language among IP learners in public schools and mostly second language classrooms. It will further contribute to the growing body of knowledge concerning the various impacts of EFAL learning in South African schools.
