English Language Proficiency of Non-English-Speaking Learners in the Intermediate Phase of Dual-Medium Schools -Challenges and Strategies

Year 2025, Volume: 9 Issue: 19, 145 - 149, 25.03.2025

Hubré Janice Davids Pule Phindane , Louw Jasveree

https://doi.org/10.31458/iejes.1572684

Abstract

The study investigated implications for teachers, learners and student teachers keeping in mind that the teacher’s mother tongue is not English. Learners who are not proficient in English and are receiving English as an Additional Language in a dual medium school. The study used a mixed-method research methodology. The data collection technique used was a questionnaire that was administered to learners and student teachers. A sample of 3 learners in the Intermediate Phase was selected and their language proficiency levels were determined. A sample of 3 student teachers while they were in teaching practice. A semi-structured interview was generated for teachers to prompt their responses to the challenges they encounter in the classroom and strategies for learners who are not proficient in English. The findings indicated that the learners were generally not capable of handling the requirements of the transition from grade 3 to the Intermediate Phase. The language issue is complex and cannot be explained as an isolated variable as there is a variety of other mediating factors that interact to impact the academic performance of learners with limited English language proficiency. It was recommended that the learners be guided to make optimal use of facilities, such as libraries. This could enhance the learner’s language development. The instrumental case study approach was utilized in this study to provide a description, analysis and interpretation of the phenomenon at the intersection of English First Additional Language learners and English First Additional Language teachers regarding proficiency. Support programmes on reading with comprehension and other support resources are insufficient to bridge the gap between learners' proficiency and the lack of support.

Keywords

Dual–medium, English proficiency, intermediate phase, bilingual, mother tongue

Ethical Statement

Ethics Committee Decision Due to the scope and method of the study, ethics committee permission was not required.

Thanks

Acknowledgements This study found It would benefit the learners needing support if the Department of Education could ensure them and their parents or caregivers of the services of Education Support Centres consisting of adequately qualified personnel. A fully functioning Education Support Centre should be established in all the education Districts.

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