The role of the foundational learning competence course in preparing English second language students for work integrated learning

Abstract

The advent of democracy in South Africa has led to the influx of numerous students into the higher education system whose first language is not English. However, the medium of instruction at Higher Education Institutions in South Africa is English. This saw English Second Language (ESL) students being confronted with the challenges of communicating in English during Work-Integrated Learning (WIL). To address these challenges, the Foundational Learning Competence (FLC) course in English was introduced in higher education institutions and became a compulsory module for all first-year students irrespective of their course of study. This study, therefore, specifically explored the experiences of English Second Language students who completed the Foundational Learning Competence course in preparation for WorkIntegrated Learning, to establish its influence in developing their English language and communication that is necessary during Work-Integrated Learning. This study also examined the perspectives of the employers or the WIL coordinators who accept and supervise these students for work-integrated learning, on the English language and communication skills of ESL students who completed the FLC course in English. The researcher utilised a qualitative explorative, descriptive, and contextual research design in this study. Data was generated through individual participant interviews, based at a private higher education institution in the eThekwini Municipality, in the Province of KwaZulu-Natal, South Africa. All participants were selected through purposive sampling techniques and data was analysed according to Creswell’s thematic analytical approach. The overall findings of this study have revealed that the contribution of the FLC course in English to the education of the ESL student is a vital contributor to workplace functioning and efficiency