Exploring the Implications of the Articulation Gap on Grade 6 EFAL Learners’ Essay Writing Skills
Ezekiel Chauke 
and Khashane Stephen Malatji
Issue: Vol.5 No.4 Issue Article 1 pp.364-379
DOI: https://doi.org/10.38159/ehass.2024541 | Published online 5th April, 2024
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The purpose of the study was to explore the implications of the articulation gap on Grade 6 EFAL learners’ essay writing skills. A qualitative approach was followed with a Case study research design. The research paradigm used in this study was the interpretive paradigm. Purposive sampling was used to select 18 English First Additional Language (EFAL) teachers in 3 primary schools at Malamulele Central Circuit. Document analysis, focus group interviews and lesson observation were used to collect data. Vygotsky’s sociocultural theory, the Garrison theory of teaching essay writing and the strength-based approach were aligned with the interpretivist paradigm. The study found that EFAL learners are unable to write essays that are academically acceptable in terms of the stipulated standard in the Curriculum and Assessment Policy Statement (CAPS) document. Such an articulation gap results in a difficult transition from the foundation to the intermediate phase which has contributed to the high failure rate in Grade 6. The study concluded and recommended that the curriculum during transitioning from the foundation to the intermediate phase (Grade 6) should be revised and the Teaching and Learning Language (TLL) in the Foundation Phase should be English in order to build a strong foundation. This research study is of practical importance to various sectors of the South African education system and abroad as it contributes invaluable information to curriculum developers and implementers within the education department and to the entire stakeholders in the schooling system.
Keywords: Articulation Gap; Essay; Writing Skills; Instant Feedback
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Dr. Ezekiel Chauke holds a DEd degree in Language Education from Tshwane University of Technology, South Africa. Dr. Chauke is a senior lecturer at the University of South Africa in the School of Teacher Education – College of Education in the Department of Language Education, Arts and Culture. He has delivered papers at national and international conferences. His research interest is mainly in teaching and learning, evaluation of teaching, assessment, and development of Primary and secondary school teachers.
Prof. Khashane Stephen Malatji holds a PhD in Education: Curriculum and Instructional Studies from the University of Fort Hare. He also holds a Post Graduate Diploma in Higher Education for Academic Developers from Rhodes University. Prof. Malatji is currently an Associate Professor at the University of South Africa, in the College of Graduate Studies. He is the author of 82 articles in accredited journals. Prof Malatji has successfully supervised 27 Masters’ (7 with cum laude) and 22 Doctoral students. In 2018, he was awarded Young Researcher of the Year by Tshwane University of Technology. In the 2020 academic year, he received an award as Emerging Researcher of the Year awarded by EASA. In 2021, he received an award as Senior Researcher of the Year by TUT. Prof. Malatji has delivered papers and chaired sessions at many national and international conferences. His research interest covers teaching and learning; evaluation of teaching, curriculum development; assessment; and teacher development in higher education.
Chauke, Ezekiel and Khashane Stephen Malatji.“Exploring the Implications of the Articulation Gap on Grade 6 EFAL Learners’ Essay Writing Skills,” E-Journal of Humanities, Arts and Social Sciences 5, no.4 (2024): 364-379. https://doi.org/10.38159/ehass.2024541
© 2024 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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