Abstract
M.Ed.
This study’s primary objective was to investigate the teaching of English as a Home Language and First Additional Language in desegregated urban high schools in Johannesburg, South Africa. The research is qualitative, comparative and emancipatory in nature and employs a case study strategy. The study is informed and framed by two theoretical and conceptual dimensions; the critical theory and poststructuralism. Qualitative data collection methods such as classroom observation, semi-structured interviews, questionnaires and document analyses were employed to collect the study’s data. Qualitative data analysis methods such as global analysis, content analysis and critical discourse analysis were used to analyse data. Though the two English curricula were designed for two different groups of English learners, the study’s findings reveal striking similarities in the structure and content of the documents as well as the manner in which the two English courses are taught. However, critical analysis of the Grade 12 external examination question papers for English reveals astonishing disparities in standards used in the two English courses to measure proficiency and competence in the language. Furthermore, the study has found that the division between English Home Language and English First Additional Language, particularly in the Further Education and Training phase, is to a larger extent motivated by the principles of democracy, social equity and social justice. However, the irony is that classification of English learners based on competency or proficiency levels in English language has had negative implications; it has become another form of social segregation which perpetuates discriminatory practices in schools. This study therefore recommends that the Department of Basic Education should consider adopting a single English language curriculum that would accommodate all English language learners. In addition, further studies should be conducted to interrogate the current English language curriculum and assessment policy, the quality of English instruction and English language instructors in South Africa.