Abstract:

This paper seeks to investigate whether learners’ cultural backgrounds have an influence on the decline in English proficiency among learners from a selected education district in one of the disadvantaged provinces in South Africa. What prompted this examination is the learners’ declining performance in aspects of English language such as reading, writing and speaking. The idea of carrying out this study became necessary as English is a compulsory first additional language for most schools as prescribed by the South African curriculum. Most of the subjects offered in South African schools are taught in English; moreover, English is an internationally-recognized medium of communication. One therefore, has to master the use of English to a certain extent so as to be a successful scholar. The sample consisted of twenty English Secondary School teachers, randomly selected from various schools around the education district. The study adopted a quantitative approach. Questionnaires as data collection tools were administered by the researchers in person, and thereby analyzing and interpreting statistically through discussions. The results revealed that the geographical locations of the selected schools for the research study, home backgrounds and limited exposure to English-related resources contribute to the deterioration in English expertise. In conclusion we come up with some recommendations to curb the situation.

Keywords:

Proficiency, development, language, learning, background.