Original Research

Reflections on the development of a pre-service language curriculum for the BEd (Foundation Phase)

Zubeida Desai, Vuyokazi Nomlomo
South African Journal of Childhood Education | Vol 4, No 3 | a227 | DOI: https://doi.org/10.4102/sajce.v4i3.227 | © 2014 Zubeida Desai, Vuyokazi Nomlomo | This work is licensed under CC Attribution 4.0
Submitted: 02 March 2015 | Published: 30 December 2014

About the author(s)

Zubeida Desai, University of Western Cape, South Africa
Vuyokazi Nomlomo,

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The initiative of the Department of Higher Education and Training (DHET) in South Africa to strengthen foundation phase teaching has resulted in the development of new foundation phase (Grades R–3) programmes at institutions that did not previously offer them. In this article we reflect on the conceptualisation and development of a pre-service language curriculum for one such programme. We base our discussion on principles that underpin teacher education programme development for early childhood education and on issues and insights about appropriate language curriculum content for a foundation phase teacher. Whilst awaiting the outcome of our accreditation, the authors, as two of the persons who assisted in the design of the language curriculum, thought it appropriate to subject the curriculum to an internal scrutiny whilst we prepare to offer the programme. This internal dialogue is informed by the literature on early language development, particularly in multilingual contexts such as in South Africa.


pre-service teacher education, language curriculum design, multilingual contexts, home language development; foundation phase


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1. Strategy to improve a conversational isiXhosa module: Insights gained from ‘out-of-class’ experiences of Foundation phase English/Afrikaans students
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