Although opinions may vary within the field of education, it is important to

acknowledge and respect diverse perspectives and viewpoints. However, when it

comes to the above statement that “Foundation phase learners who complete
English as an FAL cannot cope if English is the Language of Learning and teaching
(LoLT) in Grade four,” it is important to examine the basis of such a claim, critically.
Whilst respecting the teacher’s right to their opinion, it is evident that this statement
lacks a solid foundation and the educator has overlooked the significant benefits of
EFAL in preparing learners for Grade four. I disagree with the statement made to an
extent the extent being that many learners may have a hard time coping with English
as a home language, but there are many reasons that this could occur. Provided
learning and teaching is being conducted effectively, learners will be able to
comfortably cope with English as the LoLT in grade four. This essay will explore why
this statement is baseless by examining the role of English FAL in fostering language
proficiency and supporting learners' academic success in the South African
educational context. By presenting a counterargument rooted in research and expert
opinions.

Learners acquire skills such as reading, listening, speaking and writing in their home
language as a foundation phase development (Krashen, 1985). The transferability of
those skills is in important consideration when evaluating a learners’ ability to cope
with English as the LoLT in Grade four. Research has shown that learners’ are better
equipped to acquire additional languages when they have a strong foundation in
their home language (Cummin, 2000). We live in a country that fosters many
languages, learners often enter formal schooling with diverse home language
backgrounds, skills acquired in the home language provides a foundation for
learners to develop their proficiency in English FAL (Lenyai, 2011). The skills learnt in
the Home Language classroom do not need to be retaught in the FAL classroom.

The Curriculum and Assessment Policy Statement (CAPS) for English FAL in the
Foundation Phase recognises the importance of a balanced approach to language
development and acknowledges the significance of learners’ home language.
(Department of Basic Education, 2011). The curriculums aim is to develop skills such
as; listening, reading, speaking and writing while building on the home language
abilities they have already acquired.
The curriculum for English FAL in the foundation phase begins at the basics and
progresses in language development, by starting with an emphasis on oral language
skills and gradually introducing reading and writing tasks aligned with learners’
developmental stages (Department of Basic Education. 2011). This approach proves
ensures that a strong foundation in the English FAL classroom is obtained and
prepares learners for the transition of English as the LoLT in Grade four.

As educators it is vital that we are aware of the prior knowledge of our learners in
order for affective learning and teaching to take place. Knowing what level of
understanding and comprehension each learner is at or what skills they have already
acquired is crucial knowledge for an educator and assists in helping the learner
develop. In my experience, we call this a baseline assessment, this serves as an
indicator for educators. The current Grade 4 English Home Language ATP as well,
asks educators to set a baseline assessment. Learners complete this assessment
and it allows for learning gaps to be determined and competency to be identified.

Respectfully disagreeing with the teachers’ statement, learners who complete

English as a FAL can definitely cope with English as a Language of Teaching and
Learning, provided that teaching is done effectively and the educator understands
the importance of indicators such as the baseline assessment. The development of
language skills in English FAL equips learners with the necessary foundations for
understanding and communicating in English, which are essential for success in
other subjects taught in English. Research conducted by Chireshe and Chireshe
(2014) revealed that learners who received instruction in English as an FAL during
the Foundation Phase demonstrated significant improvements in English literacy
tasks and even enhanced their home language literacy skills.

Furthermore, skills such as vocabulary knowledge, phonemic awareness and

language structures, can be leveraged to support the learning of English as the LoLT
in Grade four (Ridge, 2013).

In conclusion, the statement made by the educator is not supported by evidence or

research. The skills acquired by learners in the FAL classroom are transferable to
Grade four classrooms and in the English Home Language classroom. If a learner
has not properly developed a certain skill, the duty falls on the educator of the Grade
four classroom to identify learning gaps and competencies and thereafter provide the
learner with necessary support and intervention.
Reference list

1. ‘Language at home and beyond’ (2007) Supporting Multilingual Learners in

the Early Years, pp. 14–28. doi:10.4324/9780203938584-2.
2. Beni, S., Stears, M. and James, A. (2017) ‘Foundation phase teachers’
interpretation of the life skills programme with regard to the teaching of natural
science’, South African Journal of Childhood Education, 7(1), p. 14.
doi:10.4102/sajce.v7i1.440.
3. Language transition and epistemic access: The teaching and learning of
English as First additional language in the foundation phase (no date)
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transition-epistemic-teaching-learning-english-additional-foundation.html
(Accessed: 17 May 2023).
4. Lenyai, E. (2011) ‘First additional language teaching in the foundation phase
of schools in disadvantaged areas’, South African Journal of Childhood
Education, 1(1). doi:10.4102/sajce.v1i1.76.
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teaching and learning of English as First additional language in the foundation
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(Accessed: 17 May 2023).
6. Ridge, E. (2013) ‘Kathleen Heugh, Amanda Siegriihn and Peter Pliiddemann
(editors):multilingual education for South Africa.’, Per Linguam, 12(2).
doi:10.5785/12-2-206.