Mother-Tongue Education in a Multilingual Township: Possibilities for Recognising "Lok'shin" Lingua in South Africa

Autor/in	Sibanda, Rockie
Titel	Mother-Tongue Education in a Multilingual Township: Possibilities for Recognising "Lok'shin" Lingua in South Africa
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 10 (2019) 1, Artikel 225 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sibanda, Rockie)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	Multilingualism; African Languages; Native Language; Language of Instruction; Elementary School Students; Slums; Foreign Countries; Dialects; Language Attitudes; Parent Attitudes; Teacher Attitudes; Educational Environment; Slum Schools; Family Environment; Bilingualism; English (Second Language); Second Language Learning; Vignettes; Teaching Methods; Teacher Student Relationship; Parent Child Relationship; South Africa + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching language; Unterrichtssprache; Slum; Ausland; Dialect; Dialekt; Sprachverhalten; Elternverhalten; Lehrerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: Mother-tongue education in South African primary schools remains a challenge to policymakers. The situation is problematic in multilingual "lok'shin" (township) schools where the "lok'shin" lingua is not recognised as 'standard' language. This article raises the controversial possibility of positioning of "lok'shin" lingua in a formal education landscape. Objectives: The article's first purpose is to highlight recent international and local research which depicts controversies surrounding mother tongue instruction in primary schools. The second purpose is to conceptualise "lok'shin" lingua as a dialect present in children's everyday vocabulary. Method: Data was gathered through a qualitative approach using interviews. The interviews were conducted with parents and educators at a township in South Africa. Results: Findings show notable differences in school language of instruction and the languages children speak outside school. Conclusion: Mother tongue teaching is problematic as it is incongruent with learners' language repertoires. Therefore, a call is made for the recognition of "lok'shin" lingua in educational contexts as a way to promote more research into mother-tongue education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01