Abstract:
Inconsistencies in the English First Additional Language (EFAL) teaching, learning and
assessment policy implementation have brought frustration to policymakers, policy
mediators, and policy implementers. The purpose of this study was to explore the
implementation of teaching, learning, and assessment policy in English First Additional
Language. The researcher adopted an explorative qualitative approach in conducting the
study. Permission to conduct the study was obtained from UL TREC and the Department
of Basic Education (DBE). Participants were given consent forms for their voluntary
participation in the study. Four English First Additional Language educators and four
Departmental Heads were purposefully selected to participate in the study. They were
selected because of their expertise in teaching EFAL. The three subject advisors were
selected as responsible for EFAL in the FET band. Data was collected through in-depth
interviews, observations, and document analysis. Educators were observed on the EFAL
policy implementation through lesson presentations, while one departmental official was
observed on EFAL policy mediation. Data was analyzed using thematic analysis into
emerging themes following the six stages of thematic approach. The findings show that
excessive administration duties, lack of resources, overcrowded classrooms, insufficient
planning and preparation, lack of interest, time management, shortage of staff,
disorganization of stakeholder responsibilities, and inadequate professional development
are causes of the discrepancies in the implementation of the EFAL policy. The
recommendations are to increase contact time, develop a resource pack for informal
assessment activities, improve infrastructure, strengthen support, monitoring and
moderation of teaching, learning and assessment activities.
