Abstract:
Language issues among learners in the intermediate phase remain increasingly challenging to identify and resolve. In turn, teaching and learning development strategies are adversely impacted. Categorically, learners experiencing scholastic difficulties, as a result of language difficulties fall under Learners with Special Needs (LSN). Subsequently, with the advent of Inclusive Education policy, particularly the Screening, Identification, Assessment and Support (SIAS), LSNs are supported by Learning Support Teachers (LST) to gain access to the curriculum. However, language problems remain barriers to learning for many learners. This study seeks to identify the challenges and the resulting implications that LST face on teaching English First Additional Language (EFAL).
The study is qualitative in nature using exploratory case study as a research design and adopts the use of qualitative methods – such as the participatory reflection and action (PRA) workshops, focus group discussion, observation, field notes – when getting data for research participants who were serving in the LST role in Tshwane South District. The audio-visual tools and a diary were the instruments used to record data. Inductive thematic analysis was used to code and identify themes.
The most outstanding themes were information seeking and understanding teaching through practice, and shortage of skills and resources.
The findings showed that EFAL teachers were vital in helping learners gain access to the curriculum despite significant challenges that were faced. It is recommended that non-LST Educators receive more training on SIAS policy and improve collaboration between parents and educators. Future research should investigate the influence of the specific values such as patience and compassion on EFAL delivery.
