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Teaching strategies to support isiXhosa learners who receive education in a second/third language

dc.contributor.authorKotze, T.en_ZA
dc.contributor.authorVan der Westhuizen, M.en_ZA
dc.contributor.authorBarnard, E.en_ZA
dc.date.accessioned2019-03-07T08:03:41Z
dc.date.available2019-03-07T08:03:41Z
dc.date.issued2017
dc.identifier.citationKotze, 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
dc.identifier.issn2076-3433 (online)
dc.identifier.issn0256-0100 (print)
dc.identifier.otherdoi:10.15700/saje.v37n3a1374
dc.identifier.urihttp://hdl.handle.net/10019.1/105523
dc.descriptionCITATION: 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.en_ZA
dc.descriptionThe original publication is available at http://www.sajournalofeducation.co.za
dc.description.abstractThere 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.en_ZA
dc.description.urihttp://www.sajournalofeducation.co.za/index.php/saje/article/view/1374
dc.format.extent12 pagesen_ZA
dc.language.isoen_ZAen_ZA
dc.publisherEducation Association of South Africaen_ZA
dc.subjectLanguage of learning and teachingen_ZA
dc.subjectMultilingual educationen_ZA
dc.subjectEducation, Bilingual -- South Africaen_ZA
dc.subjectMultilingualism -- Study and teaching -- South Africaen_ZA
dc.titleTeaching strategies to support isiXhosa learners who receive education in a second/third languageen_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderAuthors retain copyrighten_ZA


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