Abstract:
This study aims to explore the perceptions and experiences of foundation phase and Grade 4 teachers who teach English to learners whose mother tongue is not English, and how their perceptions and experiences assist those learners with the transition from learning in a home language – particularly an African language – to learning in English from Grade 4. Although there has been an increase in enrolments, there seems to be a challenge in producing and providing quality education, especially in disadvantaged communities. Research questions that guide the current study aim at investigating Grade 4 learners’ experiences in the transition from learning in their mother tongue to learning in English in Grade 4, foundation phase teachers’ perceptions and attitudes towards teaching English reading, and the extent to which teachers view intervention programmes as adequately addressing language problems, also considering the implications of the language in education policy for teacher practice in classrooms. The study uses qualitative methods in the form of focus groups and observations, with the aim of exploring the teachers’ perceptions, experiences and values pertaining to learners’ reading, inside and outside the classroom, and any current reading interventions that may or may not be in place at the selected schools.
