Trial and Error? An Inquiry into Implementing a ‘Straight-for-English’ Approach with Foundation Phase Students with Inadequate English Proficiency

Author:

Badenhorst Jo1,van der Merwe Retha2

Affiliation:

1. Central University of Technology, South Africa

2. Central University of Technology, South Africa; Aurora Primary School, Free State Province, South Africa

Abstract

The language of instruction in South Africa is currently an extremely controversial issue. As a result of South Africa’s political history, English is almost always chosen as the language of instruction. However, in many cases, students have not been adequately exposed to English when they enter the Foundation Phase. This study reports on research conducted at an Ex-Model C (formerly privileged) primary school in South Africa where an immersion-type model is followed with English as the instructional language. The aim of the study was to explore the practices implemented by Foundation Phase teachers to teach students through the medium of English, and to ascertain how the school has managed to maintain a consistently high academic standard, despite the language difficulties of their students. The findings of the study can make a significant contribution when similar strategies are implemented in schools which are faced by challenges similar to those of the sample school.

Publisher

SAGE Publications

Subject

Development,Geography, Planning and Development

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