The Impact of Linguistic Constituencies on Language Proficiency
Issue: Vol.4 No.13 Article 4 pp.1453-1460
DOI: https://doi.org/10.38159/ehass.20234134 | Published online 8th December, 2023
© 2023 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This study inquired into whether linguistic constituencies have an impact on learner language proficiency. An appropriate approach that was used encompasses qualitative research methods as they permit extracting valuable information from small samples. Underpinning this qualitative inquiry is Participatory Action Research (PAR) with its added advantage of being considered to have an underlying characteristic of engaging with community members in action. The researchers and study participants collaborated to determine the investigated problem, in this case being learner linguistic constituencies in parallel or divergent to language proficiency. Data was gathered from five purposefully nominated English language teachers from one rurally located institution of higher learning in one of the Eastern Cape Education Districts. Semi-structured interviews generated rich thematically analysed data as they contained open-ended types of items. It was divulged by the study that (i) language policy implementation and (ii) teacher training and professional development were the major findings that resulted in experienced challenges with regard to depreciating language proficiency where learners emanated from diversified cultural backgrounds. This paper recommends and concludes that a review of language policies is a dire exercise for consideration, as being a language-proficient learner is tantamount to academic success.
Keywords: Proficiency, Linguistic, Constituencies, Diversity.
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Prof. Bulelwa Makena is currently an Associate Professor of Language Education at the Faculty of Education, Walter Sisulu University, South Africa. She holds a PhD in Language Education. She serves as a member of the Faculty of Education Higher Degrees and Ethics Committee, Butterworth Campus, Walter Sisulu University, South Africa. She has widely published several scientific papers, book chapters and conference proceedings on DHET-accredited platforms. She also serves as a reviewer for manuscripts published by DHET-accredited journals and a session chair at both national and international conferences. Her research focuses on Language Teaching, Second Language Acquisition, and Language Learning Strategies in Rural Settings.
Dr. Nomasomi Hilda Matiso holds a Doctor of Education from Walter Sisulu University, South Africa. Her specialization areas include English Language Teaching, and Grammar and Usage. She has published articles in DHET-accredited Journals and in Conference Proceedings.
Makena, Bulelwa and Matiso, Nomasomi Hilda. “The Impact of Linguistic Constituencies on Language Proficiency.” E-Journal of Humanities, Arts and Social Sciences 4, no.13 (2023): 1453-1460. https://doi.org/10.38159/ehass.20234134
© 2023 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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