Developing a foundation phase preservice teacher preparation framework for English first additional language

Abstract

The lack of preparation of preservice student teachers to teach English First Additional Language in the Foundation Phase is currently a cause for concern, both nationally and internationally. A gap has been identified between what these teachers know and how they have been prepared during their initial teacher preparation programmes to equip them for this complex task. This lack of preparation impacts on the quality of education, on learner performance in terms of low literacy rates and even on the confidence of these teachers. Competent teachers are a vital factor in relation to the academic success of learners. The purpose of this study was to determine the perceptions of preparedness to teach English as First Additional Language as expressed by preservice student teachers and beginner teachers as well as by heads of department. This was used to inform and develop a Foundation Phase preservice student teacher preparation framework for EFAL that can be used by teacher training programmes. The theoretical framework for the research for this study was situated in Shulman's knowledge domains. This included understanding the content to such a degree that it can be conveyed to learners in a comprehensible manner, that is, the clarification of pedagogical content knowledge (PCK). One of the major challenges, in relation to the conundrum facing preservice teacher preparation, are the various issues in terms of an absence of a solid knowledge base. This includes a lack of subject content and pedagogical knowledge which has the required depth and rigour to ensure that learners are provided with a strong reading foundation for successful learning. This has necessitated the identification of the core components which must be included in the training of preservice student teachers to teach English First Additional Language in the Foundation Phase. Utilising a constructivist-interpretive paradigm, qualitative research was undertaken to identify the problems related to this phenomenon and the related implications. The phenomenon in question is the perceived preparedness of preservice student teachers and beginner teachers to teach English First Additional Language in the Foundation Phase. The core results of the study indicate an absence of thorough preparation for many of these teachers and therefore a lack of readiness to teach English First Additional language effectively in the schools. The inclusion of more modules, a more in-depth study of these modules was cited as some of the aspects which require more attention during training. It is imperative that prompt action must be taken so that the training of these preservice student teachers is more rigorous and better aligned with decades of reading science to improve the

standard of their training. The outcome ultimately is to raise the literacy rates and prepare Foundation Phase learners for the demands of English as their language of teaching and learning from Grade 4. The suggested framework which has been developed can be utilised to structure the training of preservice student teachers to teach English First Additional Language in the Foundation Phase. This will contribute towards the provision of a more solid knowledge base which these teachers can use to teach English First Additional Language more effectively.