Language Development Engulfed Within Social Distancing Proprieties

Abstract

This paper reasons that language learning for most secondary school learners post COVID-19 pandemic era was submerged by of social distancing emergent procedures. These were restrictions people from all spheres were expected to observe and adhere to. This has resulted in becoming a difficult exploration for language teachers as learners have been noted to perform better in relation to language development when they learn as both pair and groups. For learners to be held up in predicaments of abruptly distancing themselves from peers, guardians, or teachers, really raises some alarm bells as language with its expanded aspects need collaborative engagements. Authors conducted a survey in a nominated school in an Eastern Cape Education District. The identified district formed part of a community where high death toll from COVID-19 statistics was reported. The investigated school emanates from a society that was forced to abide by the restrictions brought about by the pandemic era. Investigation conducted aimed at identifying whether social distancing proprieties have any significant influence on language development, thereby imparting also in learner academic attainment. Semi-structured interviews as data collection tools were administered to five purposefully selected participants who offered English as First Additional Language (FAL) in the nominated school. The interview schedule contained open-ended questions that allowed robust and lengthy discussions. Findings to this investigation disclosed that language proficiencies in learners have been noted to deteriorate due to the methods of teaching that have since emerged, as well as declining relations among school stakeholders. Human relations in any sector, either governmental or non-governmental, when not nurtured, could lead to a decline in the throughput rate. For purposes of this investigation, it became eminent for a firm sustenance with regards to human relations within all school stakeholders. Considering re-aligned teaching methods, coupled with maintained relations, is recommended. In conclusion, proficiency in a language as a collective advantage leads to improved communication and excellence in academic attainment as most subjects underpinning the curriculum in the investigated schools are offered in the English medium