The Perceptions of English First Additional Language Teachers on Grade 10 Learners’ Academic Performance at A Township Secondary School in Gauteng Province

Abstract

The purpose of this study was to investigate the perception of teachers’ English First Additional Language on learners’ academic performance. The qualitative approach was used to elicit responses from the 4 sampled teachers. The participants were purposefully sampled from a secondary school in Soshanguve. The researchers collected data using semi structured interviews. The data was analysed by means of frequency tables and direct quotes from the interview were provided. The findings of the study revealed that different factors such as lack of exposure to English Language, Language proficiency, the use of mother tongue, lack of in-service training among teachers resulted in the poor academic performance of Grade 10 learners. The researchers recommend that more attention needs to be paid in teacher education to prepare future teachers to attend to the development of the academic language of learners in schools. Teachers must be taught how to invest in scholarly thinking for reflective practice because learners’ academic success hinges on their ability to engage with academic texts across disciplines.