Exploring the learner profile of the English home language classroom in select urban secondary schools

Abstract

In a democratic South Africa, English has increasingly become the preferred medium of instruction despite the majority of South African learners being mother tongue speakers of other languages. Many learners in urban areas are enrolled to take English Home Language and especially novice teachers expect them to have mother tongue proficiency. However, the reality is that learners come from diverse backgrounds and a single class comprises learners with varying levels of English proficiency. This study seeks to establish who is the actual target audience seated in the socalled English Home Language class. Quantitative data were collected through a questionnaire completed by 642 Grade 8 and 9 respondents at three suburban schools in Gauteng. Cross tabulations were used to compare different variables. Key findings indicate that respondents – although multilingual – do not consider themselves adequately proficient in English. Secondly, the role of the caregiver as initial source of learning English has been underestimated. Although smallscale, the study highlights the mismatch between classroom reality and curriculum requirements. Results suggest that the national education authorities need to adapt policy documents so that what is currently expected of learners might be more easily accomplished in the English class. The questionnaire may serve as a useful resource to determine the linguistic profile of a particular target group.