EXPLORING THE EFFECT OF ARTICULATION GAP BETWEEN FOUNDATION AND INTERMEDIATE PHASES: A CASE STUDY OF ENGLISH FIRST ADDITIONAL LANGUAGE LEARNERS

In South African primary schools' multilingual environment, English First Additional Language (EFAL) learners often face a disconnect between the Foundation Phase and the Intermediate Phase. This articulation gap disrupts language learning continuity, negatively impacting learners' language acquisition and overall academic progress. This study examines the articulation gap's influence on EFAL learners, focusing on their language proficiency, vocabulary development, and communicative competence during educational transitions.