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Trial and Error? An Inquiry into Implementing a ‘Straight-for-English’ Approach with Foundation Phase Students with Inadequate English Proficiency

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dc.contributor.author Badenhorst, Jo
dc.contributor.author van der Merwe, Retha
dc.date.accessioned 2018-08-14T10:30:55Z
dc.date.available 2018-08-14T10:30:55Z
dc.date.issued 2016
dc.identifier.issn 0021-9096
dc.identifier.issn 1745-2538
dc.identifier.uri http://hdl.handle.net/11462/1489
dc.description Published Article en_US
dc.description.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. en_US
dc.format.extent 668 018 bytes, 1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher Journal of Asian and African Studies en_US
dc.relation.ispartofseries Volume 52;Number 7
dc.subject Language of instruction en_US
dc.subject Foundation phase en_US
dc.subject English language proficiency en_US
dc.subject immersion models en_US
dc.subject advantaged en_US
dc.subject disadvantaged communities en_US
dc.title Trial and Error? An Inquiry into Implementing a ‘Straight-for-English’ Approach with Foundation Phase Students with Inadequate English Proficiency en_US
dc.type Article en_US


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