In a previous study Moodley, Kritzinger and Vinck (2014) found that formal English Additional Language (EAL) instruction
contributed significantly better to listening and speaking skills in Grade R learners, than did a play-based approach. The
finding in multilingual rural Mpumalanga schools was in agreement with numerous studies elsewhere. Additional extraneous
variables such as teachers’ first language, qualifications, age and experience, and learners’ first language and gender may
also relate to EAL performance. The aim of the present study has been to determine whether these variables were
significantly associated with learners’ EAL performance scores. A matched two group comparison study was conducted,
utilising 175 learners and 10 teachers from isiNdebele, isiZulu, Sepedi, siSwati and Xitsonga first language backgrounds.
The English Language Proficiency standards assessment tool was used. Learners of IsiNdebele teachers and young qualified
teachers performed better than other learners. Learners with isiNdebele as first language performed better than learners from
other languages. No association between gender and learner performance was found. The advantage of isiNdebele speaking
teachers and learners in EAL teaching and learning may relate to the many borrowed phonemes and words from English.
Further research is required to strengthen the evidence.

doi: 10.15700/saje.v36n3a1253