Towards a theory of parental support : development of English first additional language for grade 4 learners

dc.contributor.authorTsebe, Aubrey T.
dc.contributor.authorScherman, Vanessa
dc.date.accessioned2020-11-18T07:57:45Z
dc.date.available2020-11-18T07:57:45Z
dc.date.issued2020-03
dc.description.abstractThis 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.en_ZA
dc.description.departmentEducational Psychologyen_ZA
dc.description.librarianam2020en_ZA
dc.description.sponsorshipThe National Institute for Humanities and Social Sciences (NIHSS) and the South African Humanities Deans’ Association (SAHUDA).en_ZA
dc.description.urihttp://www.literator.org.zaen_ZA
dc.identifier.citationTsebe, A.T. & Scherman, V., 2020, ‘Towards a theory of parental support: Development of English First Additional Language for grade 4 learners’, Literator 41(1), a1642. https://DOI.org/10.4102/lit.v41i1.1642.en_ZA
dc.identifier.issn0258-2279 (print)
dc.identifier.issn2219-8237 (online)
dc.identifier.other10.4102/lit.v41i1.1642
dc.identifier.urihttp://hdl.handle.net/2263/77075
dc.language.isoenen_ZA
dc.publisherAOSIS Open Journalsen_ZA
dc.rights© 2020. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License.en_ZA
dc.subjectEnglishen_ZA
dc.subjectLearnersen_ZA
dc.subjectParentsen_ZA
dc.subjectTheory of parental supporten_ZA
dc.subjectLanguage developmenten_ZA
dc.subjectEnglish first additional language (EFAL)en_ZA
dc.subjectSouth Africa (SA)en_ZA
dc.subjectFirst additional language (FAL)en_ZA
dc.subjectLanguage of learning and teaching (LoLT)en_ZA
dc.titleTowards a theory of parental support : development of English first additional language for grade 4 learnersen_ZA
dc.typeArticleen_ZA

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