Abstract:

This systematic review explores the effectiveness of specific linguistic support strategies employed in South African Intermediate Phase (Grades 4–6) classrooms. The primary objective is to determine which interventions most effectively bridge the transition from Mother Tongue instruction to English First Additional Language (EFAL) as the Language of Learning and Teaching (LoLT). Following PRISMA guidelines, a systematic search was conducted across four primary databases (ERIC, Sabinet, EBSCOhost, and Google Scholar) for peer-reviewed studies published between 2001 and 2023.

Studies were selected based on three criteria:
(1) focus on the South African Intermediate Phase,
(2) empirical evaluation of linguistic interventions, and
(3) inclusion of non-English-speaking learners.

Out of an initial record of N=145 records, 18 studies met the inclusion criteria. Data were analysed using thematic synthesis, categorized by strategy type, pedagogical implementation, and measured impact on learner comprehension. The synthesis reveals that translanguaging remains the most prevalent and effective strategy for conceptual clarity, though its success is heavily dependent on teacher proficiency. Furthermore, multimodal scaffolding showed a 25% higher correlation with improved reading comprehension compared to traditional rote-learning methods. However, a significant “implementation gap” exists, where strategies are often applied inconsistently due to a lack of formal training and rigid assessment policies. While linguistic support strategies are theoretically robust, their effectiveness in South African classrooms is undermined by systemic barriers and pedagogical misalignment. The review concludes that for linguistic support to be sustainable, policy must shift from “English-only” orientations toward integrated multilingual frameworks. Future research should focus on longitudinal data to measure the long-term academic success of learners supported by these strategies.

Keywords:

Inclusive education, language inclusion, linguistic challenges, mother tongue-based instruction, support systems.