Abstract:
The aim of this study was to investigate the English Language Proficiency of non-English speaking learners in the Foundation Phases. An in-depth literature study was conducted to investigate this phenomenon. The historical background of language provision in South-African schools, the issue of language and cognition and different aspects of mother tongue education was touched on. The implicaitons of the current situation of the Language of Teaching and Learning (LoLT) for teaching and learning in South Africa was also covered. A qualitative research design and methodology were deemed appropriate to explore the challenges and strategies used by Foundation Phase teachers to enhance the English language proficiency of their learners. The research findings of the empirical investigation were presented in accordance with themes and categories that emerged from the data during the thematic analysis of the eight semi-structured individual interviews. The main concerns of the participants regarding the way to address challenges were presented. The complexity of this phenomenon pictured in my mind. The research findings lived up to my expectations and confirmed what was found in my literature study. Hence I came to realise that the experiences of the participating teachers were extremely important in reaching the conclusions of this research. The major research findings and meaningful issues came to light from the literature review and the empirical evidence. Finally recommendations are put forward for the consideration of Foundation Phase teachers, schools and the Department of Education (DoE) when dealing with the proficiency of their learners.
