Teachers' assessment strategies for English Home language proficiency of grade 1 learners from diverse backgrounds
DOI:
https://doi.org/10.38140/ijer-2025.vol7.s1.11Keywords:
English home language, assessment, foundation phase, diverse language backgrounds, grade one learnersAbstract
About two decades after the new post-apartheid curriculum was implemented, one of the most significant challenges facing South Africa's Department of Education is the provision of adequate support to teachers so that they may properly carry out assessments in the classroom. Teachers need assistance in using different techniques to meet the diverse learning goals of learners when assessing English HL (Home Language) for students from varied linguistic backgrounds. Furthermore, they should create and implement regular differentiated assessment strategies in their classrooms that will enhance learners' English HL comprehension abilities. This paper examines how Foundation Phase teachers assess learners from diverse backgrounds while learning English as a Second Language. It was conducted at a single school in an urban area within the King Cetshwayo District, KwaZulu-Natal, South Africa. Qualitative data were collected from four purposefully selected teachers who teach Grade 1. Data were gathered through semi-structured interviews and observations. Data analysis was performed using thematic analysis. The findings of this paper reveal that teachers face challenges with assessing and using appropriate assessment techniques to support their learners and meet their learning needs. The paper concludes that CAPS (Curriculum and Assessment Policy Statement) should provide clearer and more detailed policy guidance on the assessment of Grade 1 EHL skills. Additionally, the government should consider organising and administering continuous professional teacher development (CPTD) programmes to enable teachers, who were trained decades ago, to stay current on how to effectively assess EHL comprehension skills.
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