Challenges of English as a first additional language

Description

In many countries, there is support for learners learning in their mother tongue and then in later years transitioning to English. This transition takes place sooner or later, depending on the language in the education policy of a particular country, and has implications for language teaching strategies. Transitioning from mother-tongue instruction to English as a medium of instruction is an international practice, found in amongst other countries, South Africa. According to the Language in Education Policy (Act 27 of 1997), the transition period is in Grade 4 where English (which is in most cases not the mother tongue of learners) becomes the medium of instruction. This comes with challenges as highlighted in the book, with a particular focus on reading, presented both in an international and South African context. A theoretical discussion on the implications of transitioning from mother tongue to English (the first additional language in a South African context) highlights the challenges to both learners and teachers.