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.
