Teachers’ perspectives on the role of home language on academic literacy: a case study of two South African schools
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Date
2020-09
Authors
Selemela, K. B.
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
South Africa adopted a Language in Education Policy that stipulates the use of home language as the Language of Teaching and Learning (LoTL) in Foundation Phase (Grade 1 to 3). Through the LiEP, the Foundation Phase learners are supposed to be taught in their home language, Sesotho, and switch to English in Grade 4. However, learners fail to adjust easily to the use of English as the LoTL in Grade 4. This study investigates the views from teachers on the use of home language for the Foundation Phase and academic literacy development of learners. The language used in Grade 1 to 3 is crucial as it forms the foundation for the academic development of learners in their early and later grades and higher education. The study is informed by the Multi-bilingualism approach (Owen-Smith 2010) that stresses the use of multiple languages for effective teaching and learning where learners have diverse linguistical backgrounds. The Multi-bilingualism (Owen-Smith 2010) model is deemed appropriate for this study considering the heterogenious linguistical backgrounds of learners in South African schools. A qualitative case study approach was employed for this study using semi-structured interviews conducted with 11 teachers from two primary schools in one district in Bloemfontein. The audio recorded data were transcribed, coded and analysed using a thematic analysis technique. The study offers some insights on the challenges associated with the use of multiple languages in class. In addition to Sesotho, which is the learners’ home language in the sampled schools, teachers used other African languages including SeTswana for all learners to understand what was being taught. Although teachers initiated these strategies, they struggled when conducting lessons due to the limited training they had on the use of home language, particulary the multiple languages they resorted to. As learners were expected to learn using English as the LoTL in Grade 4, they failed to adjust to learning in English resulting in teachers code switching from English into Sesotho and other African languages in an English class. The constant traslations from English to Sesotho and other African languages affected teaching which resulted in teachers failing to complete the syllabus. Poor socio-economic backgrounds, inadequate resources for teaching, large class sizes, and insufficient support from parents emerged as barriers to the effective implementation of the Language in Education Policy. These findings have some policy and practical implications for the South African Department of Basic Education and the schools on finding ways of consolidating the use of multiple languages as a way of improving learners’ performance. The study recommends the recognition and formalisation of the use of other African languages in class besides the use of Sesotho along side English in the Foundation Phase. Additionally, further training of teachers on the use of multiple languages and increasing support of teachers could be considered for improving teaching and learning.
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Keywords
Dissertation (MDS (Development Studies))--University of the Free State, 2020, Home language, Transition, Academic literacy development, Academic performance