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Language learning and teaching in South African primary schools

Published online by Cambridge University Press:  26 July 2019

Rosemary Wildsmith-Cromarty  and
Robert J. Balfour
Rosemary Wildsmith-Cromarty*
Affiliation:
North-West University, South Africa
Robert J. Balfour
Affiliation:
North-West University, South Africa
*
*Corresponding author. Email: [email protected]
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Abstract

South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT.

Type
A Country in Focus
Information
Language Teaching , Volume 52 , Issue 3 , July 2019 , pp. 296 - 317
Copyright
Copyright © Cambridge University Press 2019 

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