The implementation of teaching, learning and assessment policy in English First Additional Language : towards an intervention strategy, Capricorn District, Limpopo Province, South Africa

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.