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Abstract
Background: IsiXhosa students enrolled for the BEd Foundation Phase qualification at a university in South Africa failed their first year in identified at-risk subjects, namely Mathematics in Education, Language in Education and Computer Literacy. The students stated the reasons for failure as not understanding the concepts and terms of the subjects presented to them in English. Objectives: A tutoring programme was initiated in the home language of the students with the aim of improving their understanding and chances at success. Method: Semi-structured interviews and reflective journals within a qualitative case study were used to understand how the tutees and tutors as key role players, the programme coordinator, lecturers in the three subjects and the tutor trainer experienced the tutoring programme. The study was framed within social constructivist theory and an interpretative paradigm employed for analysis of data. Results: The findings suggested that tutoring in their home language grants isiXhosa students an improved understanding of the concepts and terms of the course material, which they had difficulty understanding. Conclusion: Tutoring in the home language should become a mandatory practice for students whose home language is not the language of learning and teaching in the institution. The study contributes to knowledge on how tutoring in the home language provides isiXhosa students access to the curriculum by assisting them in minimising their struggles with English as the language of learning and teaching.
Highlights
The majority of South African students are, upon entering higher education, academically underprepared due to historically unequal socio-economic circumstances or under-resourced high schools in disadvantaged communities (Council on Higher Education 2013:15)
Tutoring in their home language served as an aid for students whose first language was not the language of learning and teaching of the institution
The findings of the study showed how tutoring in their home language facilitated a more positive learning experience that supported their navigation through higher education
Summary
The majority of South African students are, upon entering higher education, academically underprepared due to historically unequal socio-economic circumstances or under-resourced high schools in disadvantaged communities (Council on Higher Education 2013:15). The Education Faculty at a university in the Western Cape, South Africa, initiated a home language tutoring programme for BEd Foundation Phase isiXhosa first-language students who either failed, or were at risk of failing in three identified subjects. Students attributed their failure to often not understanding instructions, terminology and test questions in English, which is the language of learning and teaching (LOLT) at the institution. IsiXhosa students enrolled for the BEd Foundation Phase qualification at a university in South Africa failed their first year in identified at-risk subjects, namely Mathematics in Education, Language in Education and Computer Literacy.
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