The general complaint of teachers in rural monolingual communities is that teaching becomes problematic after learners are promoted to Grade 4. While the transition to a next academic phase places new cognitive demands on the learners, they must also adjust to being taught in English after 3 years of mother tongue education. This qualitative case study was underpinned by Krashen’s theory of second-language acquisition which emphasises the importance of exposure to and interaction in the target language. Six Grade 4 teachers who are mother tongue speakers of Tshivenda and two curriculum advisors participated in the study. Data were collected through individual interviews and classroom observations. Initially, it was assumed that the transition was problematic, because learners’ English proficiency was inadequate, but teachers too struggled to impart academic content to Grade 4 learners and relied heavily on code switching. This strategy contributed to learners’ understanding of content, but militated against any improvement in their English. The remoteness of this rural monolingual community implies a limited exposure to the target language, but ought not to be reckoned an excuse. Means to build teachers’ linguistic confidence and improve their oral proficiency during initial teacher preparation as well as greater in-service support should ameliorate the transition for learners. A revision of the mother tongue Foundation Phase curriculum and monitored implementation is advisable.

中文翻译：

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四年级学习者过渡到英语时，讲通志达达语的农村教师面临的语言挑战

农村单语社区教师的普遍抱怨是，学习者晋升到4年级后教学变得有问题。尽管过渡到下一学期对学习者提出了新的认知要求，但他们也必须适应3年后以英语授课母语教育。该定性案例研究以Krashen的第二语言习得理论为基础，该理论强调了与目标语言进行接触和互动的重要性。六位Tshivenda母语的四年级老师和两名课程顾问参加了研究。通过个人访谈和课堂观察收集数据。最初，人们认为过渡是有问题的，因为学习者的英语水平不足，但是老师们也很难为四年级学习者提供学术内容，并且严重依赖代码转换。该策略有助于学习者理解内容，但不利于英语水平的提高。农村单语社区的偏僻意味着对目标语言的接触有限，但不应以此为借口。在最初的教师准备过程中建立教师的语言自信并提高其口语水平的手段以及更多的在职支持应能改善学习者的过渡。建议修订母语基础阶段课程并监督实施。但反对提高英语水平。农村单语社区的偏僻意味着对目标语言的接触有限，但不应以此为借口。在最初的教师准备过程中建立教师的语言自信并提高其口语水平的手段以及更多的在职支持应能改善学习者的过渡。建议修订母语基础阶段课程并监督实施。但反对提高英语水平。农村单语社区的偏僻意味着对目标语言的接触有限，但不应以此为借口。在最初的教师准备过程中建立教师的语言自信并提高其口语水平的手段以及更多的在职支持应能改善学习者的过渡。建议修订母语基础阶段课程并监督实施。在最初的教师准备过程中建立教师的语言自信并提高其口语水平的手段以及更多的在职支持应能改善学习者的过渡。建议修订母语基础阶段课程并监督实施。在最初的教师准备过程中建立教师的语言自信并提高其口语水平的手段以及更多的在职支持应可改善学习者的过渡。建议修订母语基础阶段课程并监督实施。