ENGLISH AS THE LANGUAGE OF LEARNING FOR LIMITED ENGLISH PROFICIENCY GRADE 10 ACCOUNTING LEARNERS IN THE FREE STATE PROVINCE

Abstract

The aim of this study is to investigate the effects of English as the language of learning for Limited English Proficiency (LEP) Grade 10 Accounting learners in Free State Province, identify the problems that influence learners’ learning in English, and provide a strategy aiming to address this enduring problem in South African schools. An in-depth literature study was conducted to investigate this phenomenon. The discussion included Accounting as a subject in the South African curriculum, the language diversity in South Africa as well as language of learning in South African schools. Two major types of language proficiency, namely Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) were looked into. Language skills needed for academic success, as well as challenges faced by LEP Grade 10 Accounting learners and the various strategies that could be used to assist them were highlighted. Constructivist learning theories based on scientific study on how learners acquire knowledge were argued. Methods of constructing knowledge, i.e. meaningful learning, discovering learning, language and learning, mediation, the zone of proximal development and scaffolding as an intervention to facilitate learning to Grade 10 LEP Accounting learners were put forward. Qualitative research was employed to gather data from participants in three education districts in the Free State province, namely Motheo, Lejweleputswa and Fezile Dabi. Grade 10 Accounting LEP learners and their teachers were purposively sampled as they are able to provide their opinions regarding the language of learning in the classroom. In total, the sampled Grade 10 Accounting teachers numbered 30 (3 districts x 10 teachers = 30 teachers). The sampled Grade 10 Accounting LEP learners were the same number (30). The key findings were that LEP learners have difficulty communicating in academic English, have poor English language application skills, lack of vocabulary and inadequate English reading, writing, speaking and listening skills. In addition, the use of mother tongue during teaching and learning seems common practice in these schools. The study concludes by proposing a model strategy to assist the LEP Accounting learners in South African schools.