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Mulaudzi, M. P. Muthambi, S. K. Makhwathana, Rendani Mercy 2020 2020-09-23T18:55:40Z 2020-09-23T18:55:40Z 2020 Makhwathana, Rendani Mercy (2020) Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa. University of Venda, South Africa.<http://hdl.handle.net/11602/1542>. http://hdl.handle.net/11602/1542 Makhwathana RM. Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa. []. , 2020 [cited yyyy month dd]. Available from: http://hdl.handle.net/11602/1542 Makhwathana, R. M. (2020). <i>Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa</i>. (). . Retrieved from http://hdl.handle.net/11602/1542 Makhwathana, Rendani Mercy. <i>"Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa."</i> ., , 2020. http://hdl.handle.net/11602/1542 TY - Thesis AU - Makhwathana, Rendani Mercy AB - This study sought to investigate strategies to strengthen the English Second Language competence of Foundation Phase teachers in selected primary schools in Vhembe District, Limpopo Province. Teachers are key role players in the transformation of education in South Africa. Despite the phase or grade, they teach, teachers need to be competent and skillful users of the English language to ensure appropriate skills transfer and effective teaching. The study adopted an exploratory qualitative approach with the use of phenomenological research design. The population for this study encompassed all Foundation Phase teachers, all Foundation Phase Heads of Departments (HoDs) and all primary school principals in the Vhembe District. A purposive sampling technique was used to select participants for the study. The sample comprised 15 Foundation Phase teachers, 5 heads of departments and 5 primary school principals from 5 different schools. Data was collected through individual face-to-face interviews, classroom observation and document analysis. Data was categorised and analysed thematically. The study found out that most teachers tried to maintain the consistent use of English during teaching. However, to some, it was difficult to consistently use the English language, as a result, teachers switched to their Home Language to explain difficult vocabulary to learners and ultimately ended up teaching using the Home Language instead of the English Language. The study recommends that teachers should engage themselves in continuous professional teachers’ development trainings and use various strategies that promote consistent and effective use of the English Language. DA - 2020 DB - ResearchSpace DP - Univen KW - English language competence KW - English Second Language KW - First Additional Language KW - Foundation Phase KW - Language of learning and teaching KW - Teacher professional development LK - https://univendspace.univen.ac.za PY - 2020 T1 - Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa TI - Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa UR - http://hdl.handle.net/11602/1542 ER - DEd Department of Early Childhood Education This study sought to investigate strategies to strengthen the English Second Language competence of Foundation Phase teachers in selected primary schools in Vhembe District, Limpopo Province. Teachers are key role players in the transformation of education in South Africa. Despite the phase or grade, they teach, teachers need to be competent and skillful users of the English language to ensure appropriate skills transfer and effective teaching. The study adopted an exploratory qualitative approach with the use of phenomenological research design. The population for this study encompassed all Foundation Phase teachers, all Foundation Phase Heads of Departments (HoDs) and all primary school principals in the Vhembe District. A purposive sampling technique was used to select participants for the study. The sample comprised 15 Foundation Phase teachers, 5 heads of departments and 5 primary school principals from 5 different schools. Data was collected through individual face-to-face interviews, classroom observation and document analysis. Data was categorised and analysed thematically. The study found out that most teachers tried to maintain the consistent use of English during teaching. However, to some, it was difficult to consistently use the English language, as a result, teachers switched to their Home Language to explain difficult vocabulary to learners and ultimately ended up teaching using the Home Language instead of the English Language. The study recommends that teachers should engage themselves in continuous professional teachers’ development trainings and use various strategies that promote consistent and effective use of the English Language. NRF 1 online resource (xiii, 208 leaves : color illustrations, color maps) en University of Venda English language competence English Second Language UCTD First Additional Language Foundation Phase Language of learning and teaching Teacher professional development Strengthening English Second language competence of Foundation Phase teachers in Vhembe District, South Africa Thesis open.access