Abstract
M.A.
The language and learning problems experienced by the majority of African pupils at
Secondary level are constantly in the public eye. The cause of many of these problems lies
in the primary schOol system, where English is introduced as the language of learning from
Grade 5 onwards. At this stage pupils are expected to learn a large volume of vocabulary
to cope with all the subjects in English.
This paper offers a framework for analysing language teaching issues and problems. It
explores the relationship between education and the language of learning, language ability
and cognitive skills, teaching styles, classroom materials and the learning process.
Arising out of these investigations are a set of guidelines as to the major factors that affect
the readability and comprehensibility of textbooks. The paper ends with a set of guiding
principles for a language policy aimed at providing maximum learning opportunities for all
children. The ultimate hope is that the suggested approach would in the long help in
overcoming some of the century old frustrations and failures and contribute to the
improvement and greater effectiveness of language teaching that we all strive to achieve.