Teaching strategies to support isiXhosa learners who receive education in a second/third language
Date
2017
Journal Title
Journal ISSN
Volume Title
Publisher
Education Association of South Africa
Abstract
There are a number of challenges related to teaching in a multi-linguistic classroom. Despite the literature clearly indicating how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical framework of Bronfenbrenner’s ecological systems theory. In an attempt to resolve these challenges, this article explores and describes challenges regarding teaching strategies to support isiXhosa-speaking learners in Grade One, whose home language is different from the LOLT in their schools. A qualitative research design was used supported by the exploratory, descriptive and contextual research methods. A sample was selected of Grade One teachers from schools in different socio-economic areas in the Western Cape. Data was collected through semi-structured interviews. The findings provided a clear description of challenges and needs experienced by both the learner and the teacher. Conclusions were made in terms of Bronfenbrenner’s ecological systems theory. Based on the findings, practical recommendations were made regarding teaching strategies for language support to Grade One isiXhosa learners.
Description
CITATION: Kotze, T., Van Der Westhuizen, M. & Barnard, E. 2017. Teaching strategies to support isiXhosa learners who receive education in a second/third language. South African Journal of Education, 37(3):Art. #1374, doi:10.15700/saje.v37n3a1374.
The original publication is available at http://www.sajournalofeducation.co.za
The original publication is available at http://www.sajournalofeducation.co.za
Keywords
Language of learning and teaching, Multilingual education, Education, Bilingual -- South Africa, Multilingualism -- Study and teaching -- South Africa
Citation
Kotze, T., Van Der Westhuizen, M. & Barnard, E. 2017. Teaching strategies to support isiXhosa learners who receive education in a second/third language. South African Journal of Education, 37(3):Art. #1374, doi:10.15700/saje.v37n3a1374