Investigating kinds of support provided to primary school learners to alleviate language as a barrier to learning with specific reference to grades 4-6

Abstract

The main purpose of the study is to investigate the kinds of support given to learners who experience language as a barrier to learning, and the support given to educators in order to support learners with this barrier. The study was interested in learners who experience language as a barrier to teaching and learning, triggered by the learners who are unable to read and write in class in grades 4 to 6 at the primary school. The study was carried out in five primary schools that fall under Ngaka Modiri Molema Municipality in Ratlou sub-district. The researcher selected ten English educators, 2 in each of the selected primary schools who are teaching language in grades 4-6. The 10 grade 4-6 educators were easily accessible and were willing to participate. One-on-one semi-semi-structured interviews were carried out with these educators. A one-on-one semi-structured interview was carried out with two officials from DBST, and one educator from the SBST from each of the five selected schools. Thematic data analysis was used to interpret data from interviews. Four themes emerged from data analysis. The themes that emerged are challenges faced by grade 4-6 learners in acquiring speaking, reading, writing, and spelling skills, factors causing language barriers, support given to educators for learners with language barriers, and strategies that can be used to help learners with language barriers. The themes were discussed making reference to literature in the study. The findings reveal that some learners are encountering language barriers for listening, speaking, reading and writing. The Department is assisting learners with barriers, but such learners need to be provided with the necessary support that encompasses provision of necessary teaching and learning materials and application of relevant teaching approaches. The study recommends that the Department of Basic Education (DBE) should provide the necessary support on screened learners with English language learning barriers. After being screened, then the support that is necessary must be offered to such learners in an inclusive classroom.