Towards a theory of parental support: Development of English First Additional Language for grade 4 learners

Appreciating indigenous knowledge systems and the rich history and tradition of South Africa as essential factors in fostering the principles outlined in the Constitution, is one of the aims of the South African Language in Education Policy. The main objective of this paper was to propose a multilingual pedagogy in English First Additional Language classrooms that will cater for all learners in order that they benefit in the learning environment. This study was underpinned by the Indigenous Standpoint Theory, which advocates for a renewed look at how various institutions interpret and analyse indigenous knowledge systems. A qualitative approach, entrenched in an intepretivist paradigm, was utilised to gather data from 12 conveniently sampled grade 10 English First Additional Language educators from the Eastern Cape rural schools in the Eastern Cape Province of South Africa through semi-structured interviews, and observations. The results of this inquiry indicated that social transformation could be achieved through the use of the learners’ primary languages through codeswitching, translation, and translanguaging as alternative instructional strategies. Social transformation has emerged as an emancipatory factor in EFAL teaching and learning as learners participate actively when their primary languages, in which they are most proficient, are recognised in the classrooms. Thus, a multilingual pedagogy will benefit all types of learners. The author recommends that the Language in Education Policy should have a transformed look at the recognition of indigenous languages, and further recommends multilingual education to have equal educational opportunities. Keywords: English First Additional Language, Indigenous Languages, Multilingualism, Social Transformation.

show abstract

scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.

Contact Info

customersupport@researchsolutions.com

10624 S. Eastern Ave., Ste. A-614

Henderson, NV 89052, USA

This site is protected by reCAPTCHA and the Google Privacy Policy and Terms of Service apply.

Blog Terms and Conditions API Terms Privacy Policy Contact Cookie Preferences Do Not Sell or Share My Personal Information

Made with 💙 for researchers

Part of the Research Solutions Family.

Towards a theory of parental support: Development of English First Additional Language for grade 4 learners

Cited by 2 publications

References 34 publications

Chinese adolescents’ socioeconomic status and English achievement: the mediating role of parental emotional support

Chinese adolescents’ socioeconomic status and English achievement: the mediating role of parental emotional support

Social Transformation in English First Additional Language Teaching and Learning Classrooms: Multilingual Pedagogy

Contact Info

Product

Resources

About