Most learners whose home language is not English encounter mounting challenges when learning
English as an additional language in schools. Navigating the learning discourses of such
learners’ impact on instructional time. Efficient utilization of instructional time is crucial, as
it is the time teachers spend teaching knowledge, concepts, and skills pertaining to school
subjects. However, studies have shown that the amount of instructional time is diminished by
interruptive activities, herein referred to as non- academic incidences. Non-academic
incidences tend to obstruct the efficient enactment of lessons.
The thesis investigated the extent to which non-academic incidences impact on instructional
time during the teaching of English First Additional Language (EFAL), as well as explored
how teachers addressed challenges emanating from non-academic incidences. The study
utilized qualitative research approaches comprising of classroom observations and a focus
group interview. The participants consisted of in- service teachers teaching in underresourced
schools and also enrolled in the Advanced Certificate in Education course at a
university in Cape Town.
The research identified some of the critical non-academic incidences pertaining specifically to
EFAL, including inappropriate use of pedagogic strategies, poor use of code switching and
unsuitable teaching exemplars as clues. Other factors consist of the negative attitudes of both
teachers and learners towards other learners who are less proficient in English language and
possess poor linguistic ability. This research argues that to reduce non-academic incidences
and maximize instructional time requires collaborative efforts from all stakeholders to develop
formalized policy guidelines. Educators need training and support to create the uninterrupted
atmosphere suitable for learning. Furthermore, educators need to be encouraged to willingly
implement tailor-made initiatives to address specific challenges and learners must be motivated
to develop a positive attitude towards EFAL. Educators should be provided with teaching aids
and specialised learning resources. Even though increasing instructional time is advocated, the
cost implication and utilization must be considered. T