Linguistic challenges faced by assistant teachers of English in South Africa : a case of two primary schools in Limpopo Province

Abstract

Recently, many countries, including South Africa, have recognised Assistant Teachers as the essential members of the teaching staff in schools. However, this process has not been without challenges. There is already a myriad of evidence in the literature to show that this South African government initiative of recognising assistant teachers is plagued with challenges due to a number of reasons. This study explored the linguistic challenges faced by Assistant Teachers of English in the classroom with specific reference to two primary schools in the Limpopo province, South Africa. The study also investigated the perceptions of English teachers and learners on the support received from Assistant Teachers in English classrooms. The study used a mixed method research approach. Interviews were used to investigate and explore various linguistic challenges faced by Assistant Teachers. Data was also collected using questionnaires which were designed to compare perceptions of English teachers and learners who received support from Assistant Teachers. Data from questionnaires was analysed quantitatively, and data from interviews was analysed qualitatively. This study was prompted by the increasing number of Assistant Teachers required in South African schools. Furthermore, several research studies found that Assistant Teachers struggle to assist learners in Mathematics, English, and Science. Amongst other things, the study revealed that Assistant Teachers of English have inadequate English language competency to assist in English classrooms. Challenges in grammar, sentence structure, word formation, comprehension, and difficulty to express themselves in English contributes to Assistant Teachers’ incompetence in the English language. Although learners find the support of Assistant Teachers in the English classroom helpful for the teaching and learning process, English teachers are concerned with the quality of education received by learners since they are aware of the lack of English competency amongst Assistant Teachers of English. The overall findings of this study revealed that there is a need to appoint well-trained Assistant Teachers that will not only benefit teachers but be able to provide learners with the quality education they deserve. findings from this study could contribute to improving the quality of education in primary schools.