Abstract
M.Ed. (Educational Linguistics)
This study examined language barriers affecting a selected group of Grade Four learners from a disadvantaged community, to whom English, the medium of classroom instruction, was their second language. They were disadvantaged because their language proficiency had not been developed early enough to serve as a springboard for conceptualizations of academic aspects. They struggled to express themselves and grappled with simple linguistic concepts which they were expected to master at school. The purpose was to explore support structures and strategies that educators employed to assist Grade Four English second language (ESL) learners in developing cognitive academic language proficiency (CALP) in a linguistically diverse classroom. Research has shown that the acquisition and use of English at an early age at home strengthens linguistic ability in learning to read and write. Language depends on basic intercommunication skills (BICS), which are developed at a very young age, and later the development of CALP in formal schooling. BICS allows children to speak and pronounce basic words and have sufficient vocabulary to develop their receptive and expressive language in daily life, basic commands and social conversations. The problem was minimal exposure to the English language at early stages in the child’s life, hence BICS being developed in the vernacular. Effective linguistic communication depends on CALP, which allows learners to engage in abstract problem-solving activities and use complex academic tasks, namely reading and writing. The research design was a qualitative descriptive case study and participants were purposefully selected. Data was collected from interviews with educators, observation of learners’ work and observations on the playground. The findings revealed that ESL learners struggled with oral activities, listening and speaking, reading, writing, language and comprehension. These learners experienced difficulties in all five forms of language, namely phonology, syntax, semantics, morphology and pragmatics. Various support strategies were necessary to assist them through peer tutoring, curriculum differentiation, simplifying assessments according to their ability, implementing various reading strategies, and adopting diverse teaching methodologies. This study argued that the educator’s role is paramount in developing CALP in the language of learning and teaching (LOLT), in all learners, in order to facilitate formal school learning. A large class with an average of 45 learners proved to be a challenge for the educators, therefore it is recommended that fewer learners be placed in a class to enable educators to give more attention to the weaker learners. There is an urgent need for remediation to take place in the English class and the study concludes that various support strategies need to be developed for CALP in ESLs.