The Teaching of English in Bantu Schools in South Africa; Some Comments on the Present Situation.

Autor/in	Hartshorne, K.B.
Institution	English Academy of Southern Africa, Pretoria.
Titel	The Teaching of English in Bantu Schools in South Africa; Some Comments on the Present Situation.
Quelle	(1967), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Afrikaans; Bilingual Education; Bilingual Students; English (Second Language); Language Role; Multilingualism; Official Languages; Primary Education; School Surveys; Second Language Learning; Secondary Education; Teacher Education; Teacher Qualifications; South Africa + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Mehrsprachigkeit; Multilingualismus; Office language; Amtssprache; Primarbereich; Zweitsprachenerwerb; Sekundarbereich; Lehrerausbildung; Lehrerbildung; Lehrqualifikation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Pupils in South African Bantu schools spend one third of their time in Standards (Grades) 1 and 2 learning the official languages, English and Afrikaans. Nearly as much time is given to the learning of their own Bantu mother tongue, the language of instruction from Sub-Standard A (Preprimary) to Standard 6. In the Lower Primary schools, through Standard 2, the pupil is busy with language learning for over 45% of his time; in the Higher Primary school for 40% of his time. Surveys indicate that English teaching (as a language, and as a medium of instruction), is almost completely by non-mother tongue speakers of English. A 1963 survey showed that 45% of all Bantu teachers have had a primary school education only, followed by a three-year course of professional training. Other figures indicate that the qualifications of teachers in the city tend to be higher than the average for the whole country. The author feels that if a realistic view is taken of the other school subjects, including Afrikaans and the pupil's home language, the standards of English will not be improved by devoting more time to its teaching. A solution can be sought only in the improvement of the quality of the teacher and in the language materials and aids at her disposal. Comments on the improvement in the Johannesburg Bantu schools, as well as statistics on teacher qualifications, test results, and other relevant information appear in appendixes to this paper. (AMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC