Abstract:
This article sought to conceptualise guidelines that can assist parents in supporting learners’
development of skills in English First Additional Language (EFAL). It argues that there is a
need for a theory of parental support with regard to the development of EFAL of learners.
English is both a First Additional Language (FAL) and the Language of Learning and Teaching
(LoLT) in most schools in South Africa. English is a home language to less than ten percent of
South Africans. Therefore, for learners who do not have English as their mother tongue, there
is an urgent need for language support. This article demonstrates that parents, as key
stakeholders in development of EFAL at home, need guidance on how to provide support.
Eight (n = 8) parents were selected conveniently to form part of the focus group discussions
and to gain understanding of their experiences with regard to supporting the development of
EFAL. The results revealed that parental support is a complex process that requires one to
consider the interface of systems around the parent and the child. Consequently, the theory of
parental support describes how, through the interface of these principles, parents can support
second language development. The results of this study have pragmatic and policy implications
for parental support with regard to the development of EFAL.
