Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho

South African Journal of Childhood Education


 
 
Field Value
 
Title Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho
 
Creator Koloti, Arone C. Jita, Thuthukile
 
Subject — early childhood; Grade R teachers; Lesotho education; mother-tongue instruction; policy implementation; pre-reading skills
Description Background: Over the years, the majority of the Basotho nation and many countries have known Lesotho as a country which has Sesotho and English as the only spoken languages and as medium of instruction in schools. Whereas, in reality, Lesotho has many spoken languages. Many tribes have their own spoken languages which, hitherto, have not been considered in the education sector of Lesotho.Aim: This article aimed to demonstrate the Lesotho Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy in teaching pre-reading skills.Setting: This study was conducted in Lesotho at three different schools. Three Grade R teachers were chosen and studied in their respective classrooms.Methods: Employing qualitative research methods in this study, the multiple case study research design was used to explore the reality of classroom teaching practices. Document analysis, non-participatory classroom observation and semi-structured interviews and thematic content analysis were employed to generate data.Results: Teachers in early childhood education (ECE) do not implement medium of instruction policy appropriately because they are not well-informed about it.Conclusion: Grade R teachers are willing to operationalise the mother-tongue-instruction policy effectively, even though they do not have adequate knowledge of the policy.
 
Publisher AOSIS
 
Contributor
Date 2021-09-28
 
Type info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion — Interviews, observation and content analysis
Format text/html application/epub+zip text/xml application/pdf
Identifier 10.4102/sajce.v11i1.957
 
Source South African Journal of Childhood Education; Vol 11, No 1 (2021); 10 pages 2223-7682 2223-7674
 
Language eng
 
Relation https://sajce.co.za/index.php/sajce/article/view/957/1928 https://sajce.co.za/index.php/sajce/article/view/957/1929 https://sajce.co.za/index.php/sajce/article/view/957/1930 https://sajce.co.za/index.php/sajce/article/view/957/1931
 
Coverage — — —
Rights Copyright (c) 2021 Arone C. Koloti, Thuthukile Jita https://creativecommons.org/licenses/by/4.0