Teacher perceptions and ideologies of multilingualism in the South African Montessori preschool environment

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dc.contributor.advisorOostendorp, Marcelynen_ZA
dc.contributor.authorDe Castro, Daniela Ruthen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of General Linguistics.en_ZA
dc.date.accessioned2023-11-29T17:05:31Z
dc.date.accessioned2024-01-08T16:45:49Z
dc.date.available2023-11-29T17:05:31Z
dc.date.available2024-01-08T16:45:49Z
dc.date.issued2023-12
dc.descriptionThesis (MA)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH ABSTRACT : The linguistic environment of preschools in South Africa is considerably under-researched. In this study, research was undertaken to discover how South African Montessori preschool teachers approach the issue of multilingualism in their classrooms and their perceptions of the value of speaking multiple languages. Teachers working in Montessori schools in Cape Town were interviewed about their experiences and ideologies of multilingualism in the classroom. Data was analysed through a Bakhtinian lens to uncover the tensions surrounding these beliefs and experiences of South African multilingualism. It was found that although many teachers supported the idea of multilingualism, they faced significant practical and administrative barriers to its implementation in the classroom. Furthermore, it was notable that much of the work to teach or introduce additional language in the preschool space was performed by underpaid, undertrained, and under-valued non-teaching staff, such as cleaning staff and classroom assistants.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING : Daar is n gebrek aan navorsing oor die linguistiese omgewing van voorskoolse-opvoeding in Suid-Afrika. In hierdie studie is navorsing onderneem om te ontdek hoe Suid-Afrikaanse Montessori-voorskoolse onderwysers die kwessie van veeltaligheid in hul klaskamers benader en hul persepsies van die waarde daarvan om meer as een taal te praat. Onderhoude is gevoer met onderwysers wat in Montessori-skole in Kaapstad werk, oor hul ervarings en ideologieë van veeltaligheid in die klaskamer. Data is deur 'n Bakhtiniaanse lens ontleed om die spanning rondom hierdie oortuigings en ervarings van Suid-Afrikaanse veeltaligheid te ontbloot. Daar is gevind dat alhoewel baie onderwysers die idee van veeltaligheid ondersteun het, hulle beduidende praktiese en administratiewe struikelblokke tot die implementering daarvan in die klaskamer in die gesig gestaar het. Verder was dit opmerklik dat baie van die werk om addisionele taal in die voorskoolse ruimte te onderrig of in te voer, uitgevoer is deur onderbetaalde, onderopgeleide en ondergewaardeerde nie-onderwyspersoneel, soos skoonmaakpersoneel en klaskamerassistente.af_ZA
dc.description.versionMastersen_ZA
dc.format.extent98 pagesen_ZA
dc.identifier.urihttps://scholar.sun.ac.za/handle/10019.1/128945
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject.lcshMontessori method of educationen_ZA
dc.subject.lcshEducation, Preschool -- South Africaen_ZA
dc.subject.lcshMultilingualism in childrenen_ZA
dc.subject.lcshPreschool children -- Language acquisitionen_ZA
dc.subject.nameUCTD
dc.titleTeacher perceptions and ideologies of multilingualism in the South African Montessori preschool environmenten_ZA
dc.typeThesisen_ZA
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