The Transition from First to Second Language Instruction: South African Year 4 Learners

• Mia Le Roux ^[1] ; Salomé Geertsema ^[1] ; Carmen Milton ^[1] ; Marien Alet Graham ^[1] ; Kate Wittstock ^[1] ; Humayra Gardee ^[1] ; Diyaanah Sattar Carrim ^[1] ; Helene Veerasamy ^[1]
  1. [1] University of Pretoria

     University of Pretoria

     City of Tshwane, Sudáfrica

     
• Localización: Revista de Investigación en Logopedia, ISSN-e 2174-5218, Vol. 15, Nº. 2, 2025
• Idioma: inglés
• DOI: 10.5209/rlog.98430
• Títulos paralelos:
  • La transición de la enseñanza de la primera lengua a la segunda: el caso de los alumnos sudafricanos de cuarto año
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Las habilidades precursoras de lectoescritura y la conciencia fonológica desempeñan un papel fundamental en la adquisición posterior de habilidades de lectoescritura, especialmente durante la transición de la primera lengua a la segunda. Diversos estudios realizados en Sudáfrica han revelado que los estudiantes de inglés como segunda lengua, incluso aquellos que reciben instrucción en inglés desde el primer año, carecen de suficientes habilidades precursoras y de un nivel óptimo lectoescritor para satisfacer las necesidades académicas. Los estudiantes que pasan de la instrucción en la primera lengua a la instrucción en la segunda lengua en el cuarto año pueden presentar habilidades aún menores debido a una más escasa exposición al inglés a nivel académico. Esto puede influir decisivamente en sus habilidades lectoescritoras. Este estudio se propuso analizar y determinar la asociación entre las medidas de competencia lectoescritora previa y lectoescritura posterior de estudiantes de cuarto año que han pasado recientemente de la enseñanza en su L1 al inglés como lengua de aprendizaje y enseñanza (LDA). Se utilizó un diseño cuantitativo, transversal, descriptivo y correlacional. Se empleó un muestreo no probabilístico por conveniencia. Los resultados indicaron que los participantes tenían un nivel de alfabetización precursora y posterior limitada en inglés, lo que demuestra que la transición a su segunda lengua como lengua de aprendizaje y enseñanza en cuarto año puede ser difícil. Estas dificultades afectan las habilidades de lectoescritura necesarias para el éxito académico. Además, se determinaron correlaciones positivas y significativas entre las habilidades precursoras y de lectoescritura evaluadas. Por lo tanto, la intervención es esencial para dotar a los estudiantes de sólidas habilidades de lectoescritura en la lengua de aprendizaje y enseñanza.

  • English

    The precursor literacy skills phonological and phonemic awareness play a central role in later literacy skills acquisition, especially during the transition from first language to second language mode of learning and teaching. arious research projects in South Africa found that English second language learners, even those who receive instruction in English from the Reception Year (Year R), do not have sufficient precursor and later literacy skills to support academic requirements. Learners who transfer from first-language instruction to second-language instruction in Year 4 may have even lower skills due to less exposure to the medium of instruction (English) on an academic level. This may further influence their literacy abilities. ThisThis study intended to determine and analyse the association of precursor literacy and later literacy skill competency measures of Year 4 learners who have recently transitioned from being taught in their first language (L1) to English as their language of learning and teaching (LoLT). A quantitative, cross-sectional, descriptive, and correlational design was used. Non-probability, convenient sampling was employed. Results indicated that participants had limited precursor literacy and later literacy skills in English, demonstrating that transferring to their second language as the language of learning and teaching in Year 4 may be challenging. These challenges impact literacy skills necessary for academic success. Additionally, strong positive correlations between precursor and literacy skills assessed were determined. Therefore, intervention is essential to equip learners with strong literacy skills in the language of learning and teaching

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