publication . Article . 2011

first additional language teaching in the foundation phase of schools in disadvantaged areas

Ellen Lenyai;
Open Access
  • Published: 31 Dec 2011 Journal: South African Journal of Childhood Education, volume 1 (issn: 2223-7674, eissn: 2223-7682, Copyright policy)
  • Publisher: AOSIS
Abstract
<jats:p>Second language learning in South African schools is of supreme importance given the multilingual nature of the country. However, there is no certainty that teachers in the foundation phase of schools in poor environments have the skills to teach literacy in the first additional language and produce competent learners. This investigation revealed that the methods that teachers used to teach English, as the first additional language did not develop children’s comprehension and communication skills. It argues that if teachers do not use methods that encourage children to communicate in English the children might not acquire the competence needed to use Eng...
Subjects
free text keywords: Mathematics education, Test of English as a Foreign Language, Literacy, media_common.quotation_subject, media_common, Comprehension approach, Disadvantaged, Language policy, Language industry, Language assessment, Language education, Psychology, first additional language, second language, English competency, foundation phase, Special aspects of education, LC8-6691, Theory and practice of education, LB5-3640
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