Intermediate transition from an African language to English as a medium of instruction at primary schools in the Vhembe District, South Africa

Abstract

This article examines the intermediate phase transition from an indigenous language to English as a language of learning and teaching at Siambe  Primary School in Vhembe District Municipality. The South African Language-in-Education Policy (LiEP) states that the mother tongue should be the  preferred medium of instruction in the Foundation Phase (i.e., Grades R-3). From Grade 4 onwards, a First Additional Language (FAL) may be used as a  language of learning and teaching. Thus, indigenous South African official languages are utilized in the Foundation Phase as languages of learning and  teaching (LOLT), depending on their dominance in their respective areas. This study is an extract from comprehensive research, where a qualitative  method and interview were used to collect data from educators at Siambe Primary School through the purposive sampling technique. Data were  analyzed using Thematic Content Analysis which is relevant to a qualitative study. The study established that Grade 4 learners at Siambe Primary School  struggle to understand the basic concepts in English due to their low level of English proficiency. This article recommends that English could be  introduced from Grade R as the language of learning and teaching.