English first additional language learning and teaching with digital resources

Abstract

This paper investigates the learning and teaching of English as a first additional Language (EFAL) using digital resources. It was a qualitative study conducted in a Grade 10 township classroom in the Western Cape, South Africa. Data were collected through observation of a traditional classroom, a computer laboratory and a media room. In addition, using semi-structured interviews, an EFAL teacher, the head of department for languages and the school principal, were interviewed. The research aimed to understand whether the pedagogical digital literacy practices and the use of digital resources enhance the learning of EFAL. In South Africa, English is the language of learning and teaching (LoLT) for the majority of learners that are non-English speakers. Through the lens of computer assisted language learning (CALL) theory and Technological Pedagogical Content Knowledge (TPACK), this article argues that the integration of technology helps teachers to deliver the EFAL content in a flexible and enhanced way. The findings reveal that teachers who teach in impoverished backgrounds and in other languages need to be equipped with digital literacy skills. These skills will address the challenges of literacy currently faced by the country. In conclusion, the amalgamation of an e-education policy with the Language in Education Policy (LiEP) and the Curriculum Assessment Policy Statement (CAPS) for the implementation of language digital teaching practices in basic and higher education, should be explored.