What do researchers say about the importance of students learning language in the third grades and in the continuing grades, discussion should outline the language learning process from OBE to CAPS. Include references
Research shows that learning a language in the early grades, specifically by the third grade, is crucial for academic success and cognitive development. According to Cummins (1979), students who are proficient in more than one language tend to have higher levels of cognitive functioning, problem-solving skills, and overall academic achievement. Additionally, Cummins (2000) emphasizes the importance of early language learning in helping students develop literacy skills, critical thinking abilities, and cultural awareness.
In South Africa, the Curriculum and Assessment Policy Statements (CAPS) emphasize the importance of language learning and development from Foundation Phase (Grade R to Grade 3) to Intermediate Phase (Grade 4 to Grade 6) and Senior Phase (Grade 7 to Grade 9). The move from the previous outcomes-based education (OBE) approach to CAPS reflects a more streamlined and focused curriculum that aims to improve language proficiency and literacy skills among students.
In the OBE framework, language learning was primarily focused on communication skills and language acquisition, with less emphasis on proficiency and literacy development. However, CAPS places a greater emphasis on language proficiency, literacy skills, and critical thinking abilities, aiming to equip students with the necessary language skills to succeed academically and professionally.
Overall, researchers emphasize the importance of language learning in the early grades and continue to advocate for a more holistic approach to language development that incorporates proficiency, literacy, and critical thinking skills. By providing students with a strong foundation in language learning from an early age, educators can help students succeed in their academic and professional endeavors.
References:
Cummins, J. (1979). Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, 19, 121-129.
Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Clevedon: Multilingual Matters.