An Exploration of the Introduction of English as a First Additional Language in Grade 1 in Mutshindudi Circuit

Abstract

The use of English for communication in business, politics, law, and education has been gaining momentum worldwide. Guided by the interpretivist paradigm and informed by B.F. Skinner’s behaviourist theory of language acquisition, this study explores how Grade 1 teachers introduce English as a First Additional Language (FAL) to learners in an area where English is not usually spoken or used. The study adopted an exploratory qualitative approach using a phenomenological research design. The study population comprised all Grade 1 teachers. A purposive sample was used to select 6 Grade 1 teachers from three (3) schools within the Mutshindudi Circuit. Data was collected through classroom observation, face-to-face interviews, and document analysis. Data was analysed thematically. The research findings revealed that teachers find it challenging to select appropriate strategies to use to effectively introduce English to Grade 1 learners. This study recommends continuous training and support for Grade 1 teachers to gain insight into effective strategies for teaching English to Grade 1 learners, as well as knowledge of how to respond to barriers to learning they may encounter in the classroom.