Abstract:
The purpose of this study was to explore the challenges that second language (L2) speakers of English face when learning English as a first additional language (FAL), and as the language of learning and teaching (LoLT). The Curriculum and Assessment Policy Statements (CAPS) indicates that learners in the Intermediate Phase must use the English language at a high level of competence. Although not all learners are competent in English and most are not native speakers, they are nevertheless required to learn all subjects through this medium. The reason for this is that English is perceived to be the instrument of upward economic mobility and a gateway to a better education; a perception that became entrenched in South Africa after the demise of the apartheid system.
The participants comprised three purposively selected English Second Language (ESL) teachers from a primary school in Gauteng. This study followed a qualitative research approach located within the interpretive paradigm and applied an intrinsic case study design. Data were collected using classroom observations, semi-structured interviews, and document analysis of learners’ written work samples. Data were analysed using thematic analysis.
The findings indicate that learners experienced a number of challenges in reading and creative writing and demonstrated a weak understanding of text written in English. This lack of adequate language skills could be one of the contributory factors to the high failure rate and drop out of learners in the early years of schooling, as well as at the matric and tertiary levels. Teachers emphasised the significance of early introduction to English FAL in Grade 1, as this might give learners the advantage of having acquired the prerequisite language skills and to perform well when they reach Grade 4. It is also deemed imperative that teachers be provided with assistance from appropriate stakeholders to expand their knowledge of L2 teaching.
