Language Barriers Affecting Grade 4 Learners’ Academic Progress
Keywords:
academic achievement; English; First Additional Language; language barriers; transitionAbstract
The present study investigated how language barriers impede academic achievement in English First Additional Language (EFAL) during the transition from Grade 3 to Grade 4. These barriers hinder teaching and learning in the Grade 4 classroom, resulting in poor academic performance. Consequently, this study addressed language barriers through targeted strategies, including early intervention programmes, teacher training, and bilingual education models. The research was guided by the Simple View of Reading Framework, which examined foundational literacy components such as phonics, fluency, vocabulary, and comprehension. A qualitative case study design was employed, with data collected from 12 participants. Findings revealed that learners often enter Grade 4 with underdeveloped EFAL skills, exacerbated by limited exposure to English in the Foundation Phase and a sudden transition to English-only instruction. Teachers reported difficulties in bridging the linguistic gap, citing issues such as inadequate training, a lack of learner support materials, and misalignment between curriculum expectations and learner readiness. It was concluded that the language of teaching and learning in Grade 3 significantly impacts Grade 4 performance. The study recommends training, workshops, and policy refinement.
https://doi.org/10.26803/ijlter.25.5.7
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