IsiZulu and English in KwaZulu-Natal Rural Schools: How Teachers Fear Failure and Opt for English

Autor/in	Mashiya, Nontokozo
Titel	IsiZulu and English in KwaZulu-Natal Rural Schools: How Teachers Fear Failure and Opt for English
Quelle	In: South African Journal of Childhood Education, 1 (2011) 1, S.19-31 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Rural Schools; African Languages; English (Second Language); Second Language Learning; Self Concept; Native Language; Language Proficiency; Decision Making; Language of Instruction; Prior Learning; Elementary School Teachers; Language Planning; Teacher Attitudes; Parent Participation; Language Usage; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Selbstkonzept; Language skill; Language skills; Sprachkompetenz; Decision-making; Entscheidungsfindung; Teaching language; Unterrichtssprache; Vorkenntnisse; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Sprachwechsel; Lehrerverhalten; Elternmitwirkung; Sprachgebrauch; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01