Language Subject Advisors’ Support in Teaching and Learning of Languages in the Intermediate Phase, Vhembe District in Limpopo Province

Abstract

The purpose of this study was to investigate the impact of Language Subject Advisors’ support in Teaching and Learning of Languages in the Intermediate Phase. The research sought to locate the relevant support strategies which can be employed to improve the pass rate in the Languages in the Intermediate Phase. The study is an equal-status-concurrent mixed methods research. Questionnaires were used to collect quantitative data from 100 languages teachers in selected schools from Mvudi and Soutpansberg West Circuits in Vhembe District. Semi-structured interviews were used to solicit qualitative data from 5 purposively selected Language Heads of Department and 2 Language Subject Advisors. The quantitative data was analysed through the Statistical Package for the Social Sciences (SPSS) version 24, whereas qualitative data was analysed thematically. The main findings of this study revealed that the support is in the form of curriculum management, curriculum leadership and curriculum implementation. The study recommends, among others, that Language Subject Advisors should be exposed to academic scholarship to effectively facilitate support for curriculum delivery in schools.

Key words: Language Subject Advisr, Intermediate Phase, support, curriculum delivery