The impact of English as the language of LOLT on grade 4 learners’ academic achievement in Vhembe West District
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Authors
Nemutanzhela, Funzani Elizabeth
Issue Date
2025-06-19
Type
Dissertation
Language
en
Keywords
Impact , English , Language , Learning , Teaching , Grade 4 , Learners , Academic achievements , Vhembe West District , UCTD , SDG 4 Quality Education
Alternative Title
Abstract
This case study investigated the impact of using English as the language of learning and teaching (LOLT) on the performance of the Grade 4 learners in the Vhembe West District, Limpopo, South Africa. In other words, the study aimed to explore the challenges learners faced, particularly in relation to their academic performance when English is used as their language of learning. In the final analysis, one of the objectives of this study was to identify effective support strategies which would help learners master what they are being taught. Grounded in a constructivist approach, the research emphasized the importance of learners' backgrounds and experiences in constructing their understanding of what they are being taught by their teachers through the medium of English as it is their language of learning.
Preliminary findings from the literature and not from this research study revealed that learners would struggle significantly with comprehension and expression if they have a limited English proficiency. Such a shortcoming can negatively affect their academic outcomes. That said, the study highlighted the influence of cultural and linguistic diversity on learners' experiences by emphasizing the importance of translanguaging to improve their understanding as a strategy to advance their academic performance.
The research employed exploratory and interpretive for gathering data through focus group interviews, document analysis, and observation from a sample of educators, departmental heads, principals, and learners in five accessible public primary schools using English as the medium of instruction. Findings indicated that educators often failed to adhere to Annual Teaching Plans (ATPs) which were meant to guide them in teaching through the medium of English.
Data was analysed through non-numerical techniques, resulting in recommendations aimed at educators and policymakers to develop more inclusive and supportive educational practices that address learners' linguistic needs as part of their basic right to education, free from discrimination.