Teaching non-indigenous speakers of isiXhosa : a critical evaluation of own practice

Kese, Phumla (2012)

CITATION: Kese, P. Teaching non-indigenous speakers of isiXhosa : a critical evaluation of own practice. Per Linguam : a Journal of Language Learning, 28(1): 92-110, doi: http://dx.doi.org/10.5785/28-1-122

The original publication is available at http://perlinguam.journals.ac.za

Article

In this article, the author reports on a mid-year critical evaluation of her teaching practice at a multilingual university with students who are non-indigenous speakers of isiXhosa. Data is gleaned from participatory observations, critical-incident journal entries, students’ assessments, views of an outside observer, and student feedback. The conclusion is drawn that to achieve communicative competence in the Xhosa language, the following are vital towards meeting the challenges of students’ anxieties about the course: increasing student motivation, confronting the differences between students’ home languages and isiXhosa, using tutors who are proficient in the students’ mother tongue, as well as encouraging creativity together by keeping a balance between oral and written tasks.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/70500
This item appears in the following collections: