Development of semantic processes for academic language in foundation phase EAL learners

It is widely acknowledged that language competence is central to educational success, primarily because literacy is inherently a language based activity. Vocabulary knowledge specifically, plays an important role in the acquisition of reading comprehension skills. Language in education practice in South Africa is currently highly controversial as the implementation of home language or bilingual instruction policies has not been achieved in many schools. The aim of this study was to investigate the development of language skills in foundation phase English Additional Language (EAL) learners attending schools where English is the language of learning and teaching. A three year longitudinal investigation of the acquisition of processes underlying language for academic purposes was undertaken using the semantic subtests of the Developmental Evaluation of Language Variation Criterion Referenced Edition (Seymour, Roeper, and De Villiers, 2003). The results indicated that the majority of EAL learners improved with increased exposure to English in the academic environment and by the time they were in grade 3, were performing at a higher level than English First Language learners in grade 2. However, the effects of this protracted period of development on literacy attainment should be investigated. The significant individual variation in the learners’ performance has implications for assessment and instruction of EAL learners and for the collaborative role of teachers and speech language therapists in the education system

How can speech-language therapists and audiologists enhance language and literacy outcomes in South Africa? (And why we urgently need to)

Basic education in South Africa faces a crisis as learners fail to achieve the necessary outcomes in the related areas of language and literacy. The aims of this paper are twofold. Firstly, we aim to describe and discuss the education crisis by outlining the educational landscape, relevant policy imperatives and implementation challenges in post-apartheid education. The systemic factors contributing to the literacy crisis are emphasised. Secondly, we argue that speech language therapists and audiologists (SLTAs) have a role to play in supporting basic education in South Africa through developing language and literacy. It is suggested that the professions of speech-language pathology and audiology must be socially responsive and population-focused in order to make meaningful contributions to development in South Africa. The potential roles of SLTAs are discussed with suggestions for further actions required by the professions to enable a contextually relevant practice in a resource-constrained environment.http://www.sajcd.org.za/index.php/SAJCDnf201