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Teachers' views on a double transit in Grade 4: From Foundation Phase to Intermediate Phase and from Indigenous Language to English

Domaine:

education
Créateur:
UniMal
Éditeur:
Ado
Hôte:
South African Grade Four learners cannot read and comprehend written language in their own mother-tongue. In the midst of this challenge, the Language in Education policy prescribes that these learners should use English as Language of Learning and Teaching (LoLT). The primary objective of this study is to investigate the effects of double exit experienced in the transition from Grade 3 to Grade 4; and from indigenous language learning to learning in English. The study used semi-structured interviews in collecting data from 6 purposively sampled participants who teach Grade Four classes. Qualitative thematic and narrative analysis were used to scrutinize data. The research findings identified negative impact of transition on teaching and learning, teachers' diffidence and incompetence to teach in English, the overuse of code switching and lack of support by authorities, schools lack of focus and direction in mitigating the transition challenges, and participants' suggestions on how to mitigate the challenges of transition. The study recommends that the use of English as LoLT should be introduced at an advanced stage for second language learners.

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