Trial and Error? An Inquiry into Implementing a 'Straight-for-English' Approach with Foundation Phase Students with Inadequate English Proficiency

Bibliographic Data

ID2308463
AuthorsJo Badenhorst (0000-0002-3796-3842, Central University of Technology), Retha Van Der Merwe (0000-0003-1038-758X, Central University of Technology, South Africa; Aurora Primary School, Free State Province, South Africa)
Year2017
Volume52
Issue7
Pages1040-1056
Publication date2017-11-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Asian and African Studies (JOURNAL)
Journal identifiersISSN: 0021-9096 • E-ISSN: 1745-2538
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0021909616630994
OpenAlexW2329912956
LanguageEN
References cited22

The language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa's political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school

English language · Foundation (evidence · Language assessment · Mathematics education · Pedagogy · Political science · Test of English as a Foreign Language · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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