Teaching and learning English as a Home Language in a predominantly non-native English classroom: A study from KwaZulu-Natal¹

Linguistic challenges faced by rural Tshivenda-speaking teachers when Grade 4 learners transition to English

“…Although small scale and localised, this study has drawn attention to the linguistic predicament that rural communities experience when teachers are required to teach through the medium of English when neither they nor their learners have sound mastery of it (Evans & Cleghorn 2010, 2012Mohanty et al 2009;Moyo, Beukes & van Rensburg 2009;Murali 2009). It also highlights the imperative for teachers to grasp the role they play in learners' language development by ensuring increased quality exposure to the target language.…”

“…Teacher education programmes need to include practical means of dramatically improving teachers' inadequate command of the LOLT prior to entering the classroom as a qualified teacher. The reintroduction of a standardised form of assessment to ensure adequate proficiency in at least two official languages would serve to ensure that instructional dissonance is limited (Evans & Cleghorn 2010, 2012Moyo et al 2009;Nel & Muller 2010). Teachers also require a solid understanding of language development in the first and additional languages as well as knowing how to adapt to rural education, as it differs from that in better resourced schools.…”

Tanzanian EFL Teachers’ Perceptions and Attitudes towards Communicative Language Teaching (CLT): A Case Study of Secondary Schools in Morogoro Municipality, Tanzania

“…A study by Moyo (2009) indicates that English as a Home Language (EHL) classroom do not use a diverse range of activity types despite the language curriculum being based on CLT approach. Classrooms are characterized by dominance of lecture or telling style of teaching and listening to the teacher being a predominant activity in EHL settings.…”