One of the key recommendations of the Review Report of the Task
Team that reviewed the NCS curriculum was of prioritising the
teaching of English First Additional Language (FAL), and its
introduction into the curriculum from Grade 1. Research shows that
many schools are delaying the introduction of English until Grade
3, which is the year before learners are expected to learn through
English as the medium of instruction. Learners' proficiency in
English by the end of Grade 3 is not always sufficient for them to
make the transition to English as the language of learning and
teaching (LOLT) in Grade 4. Whilst policy states that English
should be taught alongside mother tongue from Grade 1, in practice
this is not happening. This can be attributed to the emphasis on
mother tongue instruction but it is also due to widespread
confusion about how additive bilingualism (teaching English and the
home language in parallel) is implemented in practice. Teaching
English as a First Additional Language: Guidelines for the
Foundation Phase provides clear pedagogical steps and curriculum
guidance to be used in teaching reading and writing in mother
tongue and English in parallel. The book will provide clarity
around the differences between home language instruction and the
teaching of English as FAL. It will also provide clear support in
implementing the policy spelt out in the curriculum documentation.
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