A qualitative exploration of the management of grammar structures by English language curriculum advisors in concert with FET educators

Abstract

The aim of this paper is to explore the management of grammatical structures by the Limpopo Province (LP) English First Additional Language (EFAL) Curriculum Advisors (CAs) in the Further Education and Training (FET) phase. The majority of English language learners’ language proficiency and accuracy are not at an acceptable level and this brings into close scrutiny the quality of teaching and learning that takes place in English language classrooms, and in particular, the effectiveness of teaching grammar structures in EFAL. The research design is exploratory and the approach is qualitative. A selected number of EFAL CAs in the LP participated in the exploration. The paper is underpinned by an integration of Behaviourism, Mentalism, Cognitive and Universal Grammar theories. Findings indicate that educators need more systematic support regarding addressing grammar structures since interlanguage, grammar permeability, and the inappropriate handling of grammar structures appear inherent.