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Teaching and Learning of Comprehensions for English First Additional Language During Work-Integrated Learning

  Moeketsi Elias Dlamini

The aim of the study was to investigate the skills of student teachers in the teaching and learning of English First Additional Language (EFAL) comprehensions. This study was conducted with education students doing English as one of their major subject and were visiting a school for workintegrated learning (WIL). 21st Century Learning Theory (21CT) was used as a framework guiding the study to come up with the best skills of teaching and learning EFAL comprehensions in schools, to enhance knowledge and personal esteem of teachers and learners in the second language. The study used qualitative method to generated data in collaboration with participants involved. Participants in the study included two student teachers doing teaching practice, four grade nine classes, two English teachers from the same school and the head of department for languages (HOD) in that school. Data was analysed using thematic analysis method to assemble generated data into the themes that were comprehensive, transparent and rigorous. The findings in the study included the use technology, code switching, dictionary use and advocacy on English language in the teaching and learning of EFAL.