Languages of learning and teaching in multilingual classrooms: educational use of the African languages

Year 2022, , 47 - 62, 30.03.2022

Masello Phajane

https://doi.org/10.17478/jegys.1057028

Abstract

Black South African learners are registered in Model C schools to receive their education. The language of learning and teaching is English, whilst these learners’ English language proficiency is limited. They come from different urban, townships and rural areas, and their home languages are indigenous languages. The study aims to investigate and describe the challenges facing black, English second-language South African learners and to meet their needs by offering suggestions as to how they could be assisted to learn and achieve according to their full potential. The study used qualitative analysis with interview as the main data gathering tool. The participants were teachers purposively selected from the suggested pilot schools. From the phenomenological analysis the data were gathered by means of a literature review, document analysis, interviews, classroom visits and observations. The study has revealed that the black South African learners in Model C schools are faced by numerous challenges owing to their limited English proficiency, and that they do not meet the requirements to pass their grades. Their inability to cope affects their self-esteem and confidence negatively. The learners do not take risks to participate actively during lessons as they tend to avoid embarrassment and being teased by their peers. The study resulted in formulating guidelines and recommendations that will help meet the challenges faced by black South African learners in Model C schools and support them.

Keywords

African Languages, Early Childhood Education, English learning, Foreign language teaching, Multilingual classrooms

Supporting Institution

University of South Africa

Project Number

546.483

Thanks

Thanks

References

• Akinsola, E.S., (2011). Relationship between parenting style, family type, personality dispositions and academic achievement of young people in Nigeria,. Life Centre for Psychological Studies and Services, 19(2), 246–267. https://doi.org/10.4314/ifep. v19i2.69539.
• Banda, F., (2000). The dilemma of the mother tongue: Prospects for bilingual education in South Africa. Language, Culture and Curriculum 13(1), 51–66. https://doi.org/10.1080/07908310008666589.
• Boonk, L., Gijselaers, H.J.M., Ritzen, H. & Brand-Gruwel, S., (2018). A review of the relationship between parental involvement indicators and academic achievement. Education Research Review, 24, 10–30. https://doi.org/10.1016/j. edurev.2018.02.001.
• Bradbury, A. (2018). The Impact of the Phonics Screening Check on Grouping by ‘Ability’: A ‘Necessary Evil’ Amid the Policy Storm. British Education Research Journal, 44(4), 539-556. doi:10.1002/berj.3449
• Coskun, A. (2017). Dogme ELT: What do teachers and learners think? International Journal of Research Studies in Language Learning, 6(2), 33-44.
• Dampier, A.G., (2014). Second language acquisition and the national curriculum. Journal for Language Teaching, 48(2), 37–51. https://doi.org/10.4314/jlt. v48i2.2.
• Department of Basic Education, (2016). How you can play a role in the education of your children. Retrieved on 12 May 2016, from http://www.education.gov.za/Informationfor/ParentsandGuardians.aspx.
• Department of Basic Education (DBE, 2011). Curriculum and Assessment Policy Statement (CAPS) for First Additional Language. Pretoria: Department of Basic education.
• Etikan, I., Musa, S.A. & Alkassim, R.S., (2016). Comparison of convenience sampling and purposive sampling, American Journal of Theoretical and Applied Statistics, 5(1), 1–4. https://doi.org/10.11648/j.ajtas.20160501.11.
• Gilleece, L., (2015). Parental involvement and pupil reading achievement in Ireland: Findings from PIRLS 2011. International Journal of Educational Research, 73, 23–36. https://doi.org/10.1016/j.ijer.2015.08.001.
• Howie, S., Combrinck, C., Roux, K., Tshele, M., Mokoena, G. & Palane, M.N., (2017). PIRLS Literacy 2016, Centre for Evaluation and Assessment, University of Pretoria, viewed 03 March 2018, from http://www.up.ac.za/media/shared/164/ZP_Files/pirls-literacy-2016_grade-4_15-dec-2017_low-quality.zp137684.pdf.
• Maguire, M. & Delahunt, B., (2017). Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. Journal of Teaching and Learning in Higher Education, 3, 3351–3354.
• Msila V., & Gumba, M.T. (2016). Africanising the curriculum: Indigenous Perspectives and Theories. Pretoria: Sun Press.
• Patten, M.L. & Newhart, M., (2018). Understanding research methods: An overview of the essentials, Routledge, New York.
• Prinsloo, C.H., Rogers, S.C. & Harvey, J.C., (2018). The impact of language factors on learner achievement in Science. South African Journal of Education, 38(1), 1–4. https://doi.org/10.15700/saje.v38n1a1438.
• Ramrathan, L., (2017). Learner poor performance: Provoking Bourdieu’s key concepts in analysing school education in South Africa’, Southern African Review of Education 23(1), 23–36.
• Slain, L., (2019). Challenges of parental involvement in education, Human and Hope Association viewed 04 August 2018, from https://www.humanandhopeassociation.org/challenges-parental-involvement-education/.
• Statistics South Africa (2018). General household survey, South African Statistics. Pretoria.
• Terry G., Hayfield N., Clarke V., & Braun V. (2017). Thematic analysis. In Willig C., Stainton Rogers W. The Sage Handbook of Qualitative Research in Psychology (pp. 17-37).London: Sage.
• Willemse, T.M., Thompson, I., Vanderlinde, R. & Mutton, T., (2018). Family-school partnerships: A challenge for teacher education. Journal of Education for Teaching: International Research and Pedagogy, 44(4), 1–6. https://doi.org/10.1080/02607476