Impact of languages subject advisor's roles on teaching and learning of languages in the intermediate phase, Vhembe District in Limpopo

Abstract

The study investigated the Impact of Languages Subject Advisors’ roles in Teaching and Learning of Languages in the Intermediate Phase, Vhembe District in Limpopo Province. The study sought to identify the relevant intervention strategies to improve Languages pass rate in the Intermediate Phase. The study used two research methods and the relevant information was gathered using questionnaires and interviews from the two (2) circuits of Vhembe District, namely, Mvudi and Soutpansberg West Circuits. Purposeful and random samplings were used to select 100 languages teachers in the Intermediate Phase, 5 Languages Heads of Departments (HODs), plus 2 Languages Subject Advisors as participants for this study. From these, 05 HODs in Languages participated in the interviews together with the 2 Languages Subject Advisors, hence, 100 Languages teachers responded to the questionnaires. Quantitative data were analysed through the Statistical Package for the Social Sciences (SPSS). Qualitative data was analysed thematically. The main finding of this study revealed that the roles that Subject Advisors are playing have a serious impact in enhancing language teaching and learning. The study recommends, among others, that Action Research by teachers should be effective in enhancing the teaching and learning of Languages.