Case Study of Isixhosa-Speaking Foundation Phase Learners Who Experience Barriers to Learning in an English-Medium Disadvantaged Western Cape School

Autor/inn/en	Salie, Maimona; Moletsane, Mokgadi; Mukuna, Robert Kananga
Titel	Case Study of Isixhosa-Speaking Foundation Phase Learners Who Experience Barriers to Learning in an English-Medium Disadvantaged Western Cape School
Quelle	In: South African Journal of Education, 40 (2020) 2, Artikel 1455 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Salie, Maimona) ORCID (Moletsane, Mokgadi) ORCID (Mukuna, Robert Kananga)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Disadvantaged Schools; Language of Instruction; Language Usage; English (Second Language); Second Language Learning; Case Studies; Elementary School Students; Elementary School Teachers; African Languages; Native Language; Barriers; Teaching Methods; Learning Processes; Parent Participation; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Sprachgebrauch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Elternmitwirkung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the study reported on here, we focused on the use of English as language of learning and teaching (LoLT) for isiXhosa-speaking Foundation Phase learners in a historically disadvantaged school in the Western Cape, South Africa. It was a qualitative case study within an interpretive research paradigm. We used focus groups and interviews for data collection and conducted thematic analysis for the qualitative findings. The participants were 12 Foundation Phase learners (6 females and 6 males aged 7-9 years), 8 female Foundation Phase teachers (aged 29-56 years) and 12 parents/caregivers (aged 29-57 years). The results from this study show that isiXhosa-speaking Foundation Phase learners growing up in historically disadvantaged areas and attending disadvantaged schools experience several barriers to learning. The barriers to learning investigated included exposure to isiXhosa as primary language, psychological-social barriers, English as language barrier to teaching and learning and a lack of parental involvement and support. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01