Teaching strategies to support isiXhosa learners who receive education in a second/third language
There are a number of challenges related to teaching in a multi-linguistic classroom. Despite the literature clearly indicating how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical framework of Bronfenbrenne...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Education Association of South Africa
2017-08-01
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| Series: | South African Journal of Education |
| Subjects: | |
| Online Access: | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1374/724 |
| _version_ | 1797773386005348352 |
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| author | T. Kotzé M. Van der Westhuizen E. Barnard |
| author_facet | T. Kotzé M. Van der Westhuizen E. Barnard |
| author_sort | T. Kotzé |
| collection | DOAJ |
| description | There are a number of challenges related to teaching in a multi-linguistic classroom. Despite the literature clearly indicating how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical framework of Bronfenbrenner’s ecological systems theory. In an attempt to resolve these challenges, this article explores and describes challenges regarding teaching strategies to support isiXhosa-speaking learners in Grade One, whose home language is different from the LOLT in their schools. A qualitative research design was used supported by the exploratory, descriptive and contextual research methods. A sample was selected of Grade One teachers from schools in different socio-economic areas in the Western Cape. Data was collected through semi-structured interviews. The findings provided a clear description of challenges and needs experienced by both the learner and the teacher. Conclusions were made in terms of Bronfenbrenner’s ecological systems theory. Based on the findings, practical recommendations were made regarding teaching strategies for language support to Grade One isiXhosa learners. |
| first_indexed | 2024-03-12T22:04:42Z |
| format | Article |
| id | doaj.art-0c3e325922264217a9899439e38f61e7 |
| institution | Directory Open Access Journal |
| issn | 0256-0100 2076-3433 |
| language | English |
| last_indexed | 2024-03-12T22:04:42Z |
| publishDate | 2017-08-01 |
| publisher | Education Association of South Africa |
| record_format | Article |
| series | South African Journal of Education |
| spelling | doaj.art-0c3e325922264217a9899439e38f61e72023-07-24T14:55:49ZengEducation Association of South AfricaSouth African Journal of Education0256-01002076-34332017-08-0137311210.15700/saje.v37n3a1374 Teaching strategies to support isiXhosa learners who receive education in a second/third languageT. Kotzé0https://orcid.org/0000-0002-1214-0524M. Van der Westhuizen1https://orcid.org/0000-0003-3535-5592E. Barnard2https://orcid.org/0000-0001-5914-4736Faculty of Education, Cape Peninsula University of Technology, Cape Town, South AfricaFaculty of Social Reformation, Hugenote College, Wellington, South AfricaFaculty of Education, Cape Peninsula University of Technology, Cape Town, South AfricaThere are a number of challenges related to teaching in a multi-linguistic classroom. Despite the literature clearly indicating how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical framework of Bronfenbrenner’s ecological systems theory. In an attempt to resolve these challenges, this article explores and describes challenges regarding teaching strategies to support isiXhosa-speaking learners in Grade One, whose home language is different from the LOLT in their schools. A qualitative research design was used supported by the exploratory, descriptive and contextual research methods. A sample was selected of Grade One teachers from schools in different socio-economic areas in the Western Cape. Data was collected through semi-structured interviews. The findings provided a clear description of challenges and needs experienced by both the learner and the teacher. Conclusions were made in terms of Bronfenbrenner’s ecological systems theory. Based on the findings, practical recommendations were made regarding teaching strategies for language support to Grade One isiXhosa learners.http://www.sajournalofeducation.co.za/index.php/saje/article/view/1374/724bronfenbrenner’s ecological systems theorylanguage of learning and teaching [lolt]multi-linguisticteaching and learning strategiesthird/second language support |
| spellingShingle | T. Kotzé M. Van der Westhuizen E. Barnard Teaching strategies to support isiXhosa learners who receive education in a second/third language South African Journal of Education bronfenbrenner’s ecological systems theory language of learning and teaching [lolt] multi-linguistic teaching and learning strategies third/second language support |
| title | Teaching strategies to support isiXhosa learners who receive education in a second/third language |
| title_full | Teaching strategies to support isiXhosa learners who receive education in a second/third language |
| title_fullStr | Teaching strategies to support isiXhosa learners who receive education in a second/third language |
| title_full_unstemmed | Teaching strategies to support isiXhosa learners who receive education in a second/third language |
| title_short | Teaching strategies to support isiXhosa learners who receive education in a second/third language |
| title_sort | teaching strategies to support isixhosa learners who receive education in a second third language |
| topic | bronfenbrenner’s ecological systems theory language of learning and teaching [lolt] multi-linguistic teaching and learning strategies third/second language support |
| url | http://www.sajournalofeducation.co.za/index.php/saje/article/view/1374/724 |
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