South African Journal of Childhood Education 1(1):a71 IsiZulu and English in KwaZulu-Natal rural schools : how teachers fear failure and opt for English
Type
E-Journal
Authors
ISSN
2223-7682
Category
ECCE, Foundation
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Publication Year
2011
Publisher
Aosis OpenJournals, Durbanville, Cape Town, South Africa
URL
[ private ]
Pages
13 p.
Subject
Early childhood education, Primary education, Foundation Phase, Mother tongue teaching, Rural schools, Language in education policy, Teachers’ self concept, South Africa
Tags
Abstract
In this article, factors inhibiting the use of mother tongue as the language of learning and teaching (LoLT) in rural foundation phase classes is investigated. I analysed qualitative data from focus group interviews with 20 foundation phase teachers that were selected through purposive sampling. Findings show that factors such as prior learner knowledge, better opportunities for children, time constraints, low self-concepts of African teachers, failure of the education system, teachers’ lack of proficiency in the language of teaching and learning, directly translated resources, lack of parental involvement in decision making, and ‘invisible’ school language policies inhibit the use of children’s primary language in the classroom. These nine factors are discussed and the article makes recommendations to suggest ways to alleviate these challenges.
Description
Article
Number of Copies
1
