Norma Nel|Hélène Müller
The impact of teachers’ limited English proficiency on English second language learners in South African schools
University of South Africa|University of South Africa
importance role language teacher education programmes childrens learning crucial study focuses use english language learning teaching impact language development english second language esl student teachers esl learners background major theories second language l2 acquisition learning topic contextualized within south african education system empirical inquiry carried portfolios evidence practical teaching including lesson plans learners work submitted final year student teachers enrolled large distance teaching university advanced certificate education inclusive education scrutinised comparison teacher learner written errors made based findings questionnaire designed determine extent impact teachers limited english proficiency learners english proficiency findings questionnaire responses presented recommendations made student teachers improve teaching practice ensure quality esl teacher input esl learner performance keywords english second language input learners limited english proficiency student teachers