Abstract:

The study examined the implementation of a framework for improving speaking skills in grade 4 English First Additional Language learners during English lessons. The researcher adopted a qualitative research approach. Face-to-face interviews and focus groups were used to collect data from the participants, such as the school teachers, Heads of Departments, Subject Education Specialists, and learners. Purposive sampling was adopted to select all the participants in the study since they were relevant as the study was conducted in schools. An interpretive paradigm and a case study-based research design were used. The findings revealed that issues such as a lack of skilled English teachers, learners' lack of enthusiasm to speak English, and teachers' code-switching were emphasized more in this study since they tend to dominate. This analysis also discovered that the teaching methods utilized by teachers did not help learners to enhance their comprehension and communication skills, which negatively impacted the learners' pedagogy performance. It claims that if teachers do not use approaches that encourage learners to speak in English, they may not develop the skills necessary to use English as a language of instruction in grade 4. Due to the lack of language policies in both schools, policymakers should monitor the implementation of the English-speaking language policy and oversee establishing an English literacy training program in the foundation phase, which could provide teachers with the necessary skills and methodologies for teaching the target language.

Keywords:

Framework, Language policies, Code-switching.