Perceptions and attitudes of rural  Intermediate Phase learners of English as First Additional Language for communicative competence in Limpopo

Margaret Malewaneng Maja

doi:10.56285/jltVol58iss2a6204

Margaret Malewaneng Maja University of South Africa https://orcid.org/0000-0001-6526-2501

DOI: https://doi.org/10.56285/jltVol58iss2a6204

Keywords: communicative competence, English First Additional Language, perceptions and attitudes, motivation, rural primary schools, social learning environment

Abstract

This study explored the perceptions and attitudes of rural Intermediate Phase learners of English First Additional Language (EFAL) for communicative competence in Limpopo. The study was grounded in self-determination theory (SDT) using a qualitative approach. Six focus group interviews were used to gather information from thirty learners who were purposely selected from three primary schools. Each group had five learners from grades 5 to 6. Data was analysed using a thematic approach. The study found that most learners viewed English as useful and popular to other languages because it gives them the freedom to express themselves, connects them with people who do not speak their language and affords them the opportunity to become successful pro-fessionals. However, some learners perceived English as a threat to their Sepedi language. This study suggests that teachers should motivate and support learners in engaging in peer mutual learning, by creating social interactive activities that offer learners oppor¬tunities to learn the English language together.

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Author Biography

Margaret Malewaneng Maja, University of South Africa

Prof. Margaret Malewaneng Maja is an Associate Professor in the College of Education, Department of Curriculum and Instructional Studies at the University of South Africa (UNISA). She teaches the Teaching Practice IV exit module for undergraduate B.Ed. students, supervising Masters and Ph.D. students, and leading a community engagement project titled ‘Classroom Interaction Pedagogy in Teaching English First Additional Language in the Intermediate Phase’. She received the 2020 Scholarship of Teaching and Learning award at both her college within the university and the broader institutional level across all university colleges. Her current research is on teaching English as an additional language in the Intermediate Phase.

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