Mr K A Sinclair (COPE-NC) to ask the Minister of Basic Education:
Whether any scientific investigation has taken place or will take place this year to determine whether language deficiency among school learners, in respect of home language as well as English, was constituting a fundamental failure in education; if not, what is the position in this regard; if so, what are the relevant details?
Reply:
The Systemic Evaluation of 2006, showed language to be one of the key predictors of performance where learners whose home language is the same as the Language of Teaching and Learning (LoLT), learners have a 49% chance of performing better. International research studies further confirm that learning in the home language yields cognitive advantages for school learners, especially in the early years of schooling.
It affirms their self-worth and identity, they demonstrate increased lively participation in classroom processes, their levels of self- assurance are raised as is their critical engagement with their teacher. Conversely, children all over the world who are submerged in an education system through an additional language demonstrate loss of self-confidence and low esteem.
It has been a practice in the majority of schools to use home languages as the (LoLT) in the Foundation Phase (grades R to three) and switch to English as the LoLT from grade four onwards. This abrupt transition to English as LoLT has not been without its challenges. Hence the Minister of Basic Education has recommended that English be taught as a subject from grade one. This will ease learners into using English as LoLT in grade four.
The DBE will continue to strengthen the teaching and learning of home languages and English as a first additional language through a variety of support programmes.
Source: Department of Education
