Abstract
The aim of this study is to report on the needs analysis of the Cognitive Academic Language Proficiency of Senior Phase English second language technology teachers. Scarcella proposed a framework for the linguistic components that are necessary for academic English. These components are discussed in the literature and will provide an overarching lens for examining the teachers’ academic language for English when teaching technology. The data was gathered using individual semi-structured interviews with the teachers and one lesson observation for each teacher. The teachers who participated in this study teach in urban high schools in Johannesburg. It is my experience as a technology teacher that encouraged me to conduct this study. I am of the view that proficiency in academic English as a language of teaching and learning is important for technology teachers. This is because the vocabulary used in the subject is unique to the field of technology and requires some training to develop competence. Data was obtained from teachers through individual interviews in which a thematic analysis approach referred to as the constant comparative method was used. Data from the observations was analysed using the criteria on the observation criteria. The main finding was that the lack of undergraduate training in technology teaching led to a limited knowledge and understanding of academic language proficiency in technology vocabulary. I concluded that good teaching practices can develop and support the development of academic language of technology teachers. This can also enhance their PCK for teaching technology.