Learning in the Mother Tongue: Examining the Learning Outcomes of the South African "Kha Ri Gude" Literacy Campaign

Autor/inn/en	Hanemann, Ulrike; McKay, Veronica
Titel	Learning in the Mother Tongue: Examining the Learning Outcomes of the South African "Kha Ri Gude" Literacy Campaign
Quelle	In: International Review of Education, 65 (2019) 3, S.351-387 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hanemann, Ulrike)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-019-09782-5
Schlagwörter	Foreign Countries; Literacy; Numeracy; Language of Instruction; Language Usage; Official Languages; Scores; Student Characteristics; Place of Residence; Attendance Patterns; Literacy Education; Academic Achievement; African Languages; South Africa + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Teaching language; Unterrichtssprache; Sprachgebrauch; Office language; Amtssprache; Wohnort; Schulleistung; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The aim of this article is to examine literacy and numeracy scores of learners who participated in the South African "Kha Ri Gude" Literacy Campaign. Analysing the learning outcomes of the 2011 cohort of a total of 485,941 participants, the authors seek to identify variations between the learners' achievements across the eleven official South African languages. Besides exploring the relationship between the literacy and numeracy assessment scores by language, the authors also analyse these scores against various relevant features of the learners' profiles such as their residential type (rural village, urban township etc.), regularity of class attendance and previous school attendance, if any. They asked ten language experts who had been involved in the development of the campaign's learner materials to rank the various languages according to their level of difficulty with regard to literacy learning and to interpret the variation in learner achievement scores across the South African languages. This interpretation demonstrates that the challenges of teaching and learning literacy and numeracy in South African languages go beyond the difficulty levels established on the basis of linguistic criteria. The authors contend that future literacy programmes will have to take existing hierarchies and inequalities among language groups into account and devise differentiated strategies to achieve parity of learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01