Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa

This study sought to investigate strategies to strengthen the English Second Language competence of Foundation Phase teachers in selected primary schools in Vhembe District, Limpopo Province. Teachers are key role players in the transformation of education in South Africa. Despite the phase or grade, they teach, teachers need to be competent and skillful users of the English language to ensure appropriate skills transfer and effective teaching. The study adopted an exploratory qualitative approach with the use of phenomenological research design. The population for this study encompassed all Foundation Phase teachers, all Foundation Phase Heads of Departments (HoDs) and all primary school principals in the Vhembe District. A purposive sampling technique was used to select participants for the study. The sample comprised 15 Foundation Phase teachers, 5 heads of departments and 5 primary school principals from 5 different schools. Data was collected through individual face-to-face interviews, classroom observation and document analysis. Data was categorised and analysed thematically. The study found out that most teachers tried to maintain the consistent use of English during teaching. However, to some, it was difficult to consistently use the English language, as a result, teachers switched to their Home Language to explain difficult vocabulary to learners and ultimately ended up teaching using the Home Language instead of the English Language. The study recommends that teachers should engage themselves in continuous professional teachers’ development trainings and use various strategies that promote consistent and effective use of the English Language.

Author dc:creator

• Makhwathana, Rendani Mercy

Advisors dc:contributor.advisor

• Mulaudzi, M. P.
• Muthambi, S. K.

• English language competence
• English Second Language
• First Additional Language
• Foundation Phase
• Language of learning and teaching
• Teacher professional development

Statement dc:rights

• University of Venda

Language dc:language.iso

en

Handle dc:identifier.uri

http://hdl.handle.net/11602/1542

OAI identifier oai:identifier

oai:univendspace.univen.ac.za:11602/1542