Exploring Teaching Approaches Suitable for Teaching Grade 4 Essay Writing

Towards Bridging the Learner Articulation Gap During Phase Transition

Abstract

The purpose of the study was to explore the teaching approaches that are suitable for teaching Grade 4 learners’ English First Additional Language essay writing to bridge the learner articulation gap during the transition from Grade 3 to Grade 4. A qualitative approach was followed with a Case study research design. The research paradigm used in this study was the interpretive paradigm. Purposive sampling was used to select 9 English First Additional Language (EFAL) teachers in 3 primary schools at Malamulele Central Circuit in the Vhembe District of the Limpopo Province. Data was collected through document analysis, focus group interviews, and lesson observation. Kolb’s theory of transformation of experience into effective learning, aligned with the interpretative paradigm, was used in this study. The study found that EFAL learners are unable to write essays that are academically acceptable in terms of the standard that is stipulated in the Curriculum and Assessment Policy Statement (CAPS) document. Such an articulation gap results in a difficult transition from the foundation to the intermediate phase, which contributes to a high failure rate in Grade 4. The study concluded and recommended that the curriculum during transitioning from the foundation to intermediate phase (Grade 4) should be revised, and the Language of Teaching and Learning (LoTL) in the Foundation Phase should be English.