Challenges of language transition: Investigating grade 4 learners' struggles with English as a first additional language in the intermediate phase in South Africa

Transitioning from instruction in the home language during the Foundation Phase to English as the language of instruction in the Intermediate Phase presents considerable challenges for Grade 4 students in South Africa. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, this study carried out a comprehensive search across several reputable databases, including Scopus, Web of Science, ERIC, and Google Scholar, for peer-reviewed empirical research published from 2014 to 2024. After screening and extracting data, five main themes were identified: cognitive challenges related to language comprehension, socio-cultural and environmental factors, teacher preparedness and instructional strategies, limited parental support and involvement, and psychosocial and emotional issues. The results indicate that a sudden transition to English and inadequate literacy foundations in learners’ first languages lead to cognitive overload and reduced academic performance, especially in reading and writing skills. Socioeconomic inequalities and a gap between the language practices at home and in school further obstruct language reinforcement outside the classroom, while insufficient teacher training and conventional, teacher-centred instructional methods worsen these challenges. Moreover, the lack of parental engagement and significant psychosocial stressors such as anxiety, low self-worth, and feelings of isolation increase learners’ difficulties. These findings emphasise the critical need for comprehensive, culturally relevant interventions that enhance teacher professional development, parental involvement, and socio-emotional support to facilitate a smoother transition and improve educational outcomes in under-resourced environments.