Parental involvement in English First Additional Language learning by Intermediate Phase learners from selected public primary schools in the Vhembe District Municipality

Abstract

The linguistic development of children proceeds from the mastery of the mother tongue to the learning of the second language or rather known as the First Additional Language (FAL). The purpose of this study was to investigate the learning of English First Additional Language (EFAL) by Intermediate Phase learners in selected public primary schools in the Vhembe District Municipality. This study is grounded on two theories called the Social Interaction Theory and Krashen's Second Language Acquisition Theory. The two theories suite well in this study since they address the learning or acquisition of First Additional Language. The study employed a descriptive research design, and a qualitative method was used in data collection and analysis. A qualitative method was considered in the study because it permits openness to ideas, opinions, and views expressed by the participants during data collection. The researcher used non-probability, and its sub-type called purposive sampling method to choose appropriate participants for the study. The population of the study were parents of Grade 4 learners and educators in the selected primary schools at Sibasa Circuit in the Vhembe District Municipality. The study used semi-structured interviews as the method of collecting data. Thereafter, data was analysed using Thematic Analysis, which is relevant to a qualitative study. Research ethics were taken into consideration to avoid some forms of unethical conduct.