Preconditions for the Inclusion of Home Languages in an English First Additional Language Context
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| Title: | Preconditions for the Inclusion of Home Languages in an English First Additional Language Context |
|---|---|
| Language: | English |
| Authors: | Kufakunesu Zano, Mafemani Joseph Baloyi |
| Source: | Acta Educationis Generalis. 2025 15(1):95-111. |
| Availability: | Sciendo, a company of De Gruyter Poland. 32 Zuga Street, 01-811 Warsaw, Poland. Tel: +48-22-701-5015; e-mail: info@sciendo.com; Web site: https://www.sciendo.com |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | English (Second Language), Second Language Learning, Native Language, Language of Instruction, African Languages, Language Usage, Teacher Attitudes, Preservice Teachers, Workshops, Faculty Development, Multilingual Materials, Books, Second Language Instruction, Teaching Methods, Prerequisites, High School Teachers, Bilingualism, Textbooks, Teacher Education Programs, Foreign Countries |
| Geographic Terms: | South Africa |
| DOI: | 10.2478/atd-2025-0007 |
| ISSN: | 2585-7444 |
| Abstract: | Introduction: Today, classes made up of learners with different linguistic backgrounds are a reality in many countries, including South Africa. Thus, this study was driven by the need to explore the various preconditions that must be met for the inclusion of home languages in an English First Additional Language context in the Further Education and Training phase. Methods: For this qualitative study, one-on-one interviews were used to collect data from the selected 6 English First Additional Language teachers. Results: There is a need to provide support for English First Additional Language pre-service and in-service teachers through workshops for the co-option of home languages to teach English First Additional Language. Translated books in African languages, alongside the English version, should be used in schools. Discussion: Exposure to English varies greatly across contexts, meaning different strategies are needed for successful English acquisition, especially as an additional language. Limitations: Only 6 teachers were used as respondents thus the findings are not generalisable. Conclusions: There is a need to investigate the different prerequisites that must be fulfilled for home languages to be included in English First Additional Language teaching. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1461780 |
| Database: | ERIC |
| Abstract: | Introduction: Today, classes made up of learners with different linguistic backgrounds are a reality in many countries, including South Africa. Thus, this study was driven by the need to explore the various preconditions that must be met for the inclusion of home languages in an English First Additional Language context in the Further Education and Training phase. Methods: For this qualitative study, one-on-one interviews were used to collect data from the selected 6 English First Additional Language teachers. Results: There is a need to provide support for English First Additional Language pre-service and in-service teachers through workshops for the co-option of home languages to teach English First Additional Language. Translated books in African languages, alongside the English version, should be used in schools. Discussion: Exposure to English varies greatly across contexts, meaning different strategies are needed for successful English acquisition, especially as an additional language. Limitations: Only 6 teachers were used as respondents thus the findings are not generalisable. Conclusions: There is a need to investigate the different prerequisites that must be fulfilled for home languages to be included in English First Additional Language teaching. |
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| ISSN: | 2585-7444 |
| DOI: | 10.2478/atd-2025-0007 |
