Teachers’ and learners’ experiences of learners’ writing in English first additional language

Abstract

A central concern of education internationally and in South Africa is to develop children’s literacy skills. In many parts of the world, the need to become fluent in a second language is essential for gaining meaningful access to education, labour market and broader social functioning. In spite of these efforts, the problem still continues. However, the level of English language proficiency is far from satisfactory and these goals are unattainable to others. The issue is more complex in South Africa as learners are immersed in a second language (L2) curriculum. South Africa is a prime example of a country facing the dilemma of how to effectively equip the majority of its population with a second language, in this case English. Second language acquisition is an entire sub-discipline of applied linguistics. There is however, insufficient literature that looks into writing experiences of isiXhosa and Afrikaans background learners in English First Additional Language (EFAL). Hence, this study investigates the teachers’ and learners’ experiences of learners’ writing in English First Additional Language. Moreover, the possible causes of EFAL writing difficulties and teacher practices for teaching writing were examined. The theoretical and conceptual framework for the study is provided by studies on constructivist theories, sociocultural theories. These theories were adopted from studies by Abongdia (2013); Foncha (2013); Wodak (2001); Van Dijk (2001); Leach and Scott (2000). In exploring these issues, a qualitative approach through semi-structured interviews, classroom observations and document analysis was adopted. This data is analysed using critical discourse analysis (CDA).