IsiZulu and English in KwaZulu-Natal rural schools: how teachers fear failure and opt for English
South African Journal of Childhood Education
| Field | Value | |
| Title | IsiZulu and English in KwaZulu-Natal rural schools: how teachers fear failure and opt for English | |
| Creator | Mashiya, Nontokoza | |
| Description | 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. | |
| Publisher | AOSIS | |
| Date | 2011-12-31 | |
| Identifier | 10.4102/sajce.v1i1.71 | |
| Source | South African Journal of Childhood Education; Vol 1, No 1 (2011); 13 pages 2223-7682 2223-7674 | |
| Language | eng | |
| Relation |
The following web links (URLs) may trigger a file download or direct you to an alternative webpage to gain access to a publication file format of the published article:
https://sajce.co.za/index.php/sajce/article/view/71/76
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