A South African Case Study of Teaching English as an Additional Language in Two Remote Primary Schools

• In Event: Intervention Research for Social Justice in South African Education

Abstract

South Africa faces numerous challenges in providing quality education to its multicultural population (Nel, Nel & Hugo 2012) with rural schools having shown little improvement over the past few years (DoE 2005). Although the language policy in South African schools promotes home language (L1) learning (DoE 2011), English remains the LoLT for about 80% of learners from Grade 4 upwards despite the fact that only 9.6% of the population speak English at home (Howie et al. 2012). Parents prefer their children to be taught in English rather than in their L1 as it is seen as a prestigious language (Nel 2011), believing that this will provide their children with economic, political and social access (Probyn 2001). The challenge facing teachers is further compounded by high poverty and unemployment rates, limited resources and unsupportive home environments (Ebersöhn 2010; Van Staden 2010).

There is concern about the scant research into the schooling conditions that either promote or impede the teaching of literacy in South African primary school classrooms (Howie, Venter, Van Staden, Zimmerman, Long, Scherman & Archer 2008). Gambrell, Morrow & Mazzoni (2011) agree that more research in classrooms is needed and emphasise that although the curriculum has detailed the process of defining tasks and achievement goals, the baseline of where learners, teachers and managers are in the process has not been measured. Without empirical information, particularly qualitative research, there is no useable resource for the planning and monitoring of future literacy development initiatives in schools or to aid teacher education (Howie et al. 2008).

The purpose of this study was to provide an evidence-based description of the nature of teaching English as a second language (L2) in Grade 3 in two rural schools to inform language instruction. The classroom observations and supporting data evidenced the challenges faced by teachers in rural schools: inadequate training and resources; limited understanding of developmental learning; the use of assessment; learner feedback, connecting instruction to learner interests; lesson differentiation; and low levels of English on the part of the teacher were identified in the research as well as the resilience and commitment demonstrated by the teachers.

Author

• Liesel Ebersohn, University of Pretoria