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English as an additional language: Professional development needs of early childhood practitioners in historically disadvantaged contexts
South African Journal of Childhood Education
Early childhood development (ECD) practitioners face tremendous challenges in supporting learners' development in English as an additional language (EAL). The lack of a formal ECD curriculum in South Africa exacerbates this challenge for African learners from historically disadvantaged backgrounds as there is a lack of guidance on how to introduce EAL.Aim: This study investigated factors impacting on ECD practitioners' ability to facilitate EAL, determine the professional development needs ofdoi:10.4102/sajce.v10i1.804 fatcat:ydatd4tfaja5bpaohji7ugu27e