Teaching subject vocabulary v language of instruction

THE article “Teaching in English still important in education” (January 24, 2017) gave food for thought.

In my experience assisting my children and grandchild, I made the rude discovery that teachers in public schools are not teaching. They are facilitating.

I endeavour with my response to point out the opposite to what the article mentioned:

Pupils are not under-performing. The problem does not lie with our children. The problem lies with our teachers.

Should they teach correctly, the problem would be solved.

Every subject or learning area, from Grade R to Grade 12, has it own vocabulary.

The vocabulary will help pupils cope with the subject.

Language is not the problem because every language has its own vocabulary as well as its nouns, adverbs, adjectives, diminutives, prepositions, present tense, past tense, future tense, etcetera, which should be taught and not facilitated.

The English language is not the absolute key to the broadening of knowledge, but the vocabulary of the subject using the English language or any language is important.

It is not linguistical giftedness but the understanding of the subject vocabulary that promotes learning.

The subject vocabulary will nurture skills, capacities, aptitudes, propensities and potentialities, among others.

The subject vocabulary will teach the child “the ability to manage sensory input in a way that enables a learner to navigates an environment safely and meaningfully”.

In essence: the public school teacher should return to basics. V WILLIAMS PORTLAND