Original Research

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

Ellen Lenyai
South African Journal of Childhood Education | Vol 1, No 1 | a76 | DOI: https://doi.org/10.4102/sajce.v1i1.76 | © 2011 Ellen Lenyai | This work is licensed under CC Attribution 4.0
Submitted: 23 May 2014 | Published: 31 December 2011

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Ellen Lenyai, University of South Africa, South Africa

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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 English as the language for learning in Grade 4. Policy makers are advised to monitor the implementation of the first additional language policy and to oversee the development of an English literacy-training programme in the foundation phase that could provide teachers with the necessary skills and appropriate approaches for teaching the target language.


first additional language; second language, English competency, foundation phase


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Crossref Citations

1. English as an additional language: Professional development needs of early childhood practitioners in historically disadvantaged contexts
Carmen Milton, Sandra du Plessis, Hendry van der Heever
South African Journal of Childhood Education  vol: 10  issue: 1  year: 2020  
doi: 10.4102/sajce.v10i1.804