Foundation Phase teachers’ experiences with instruction in the mother tongue in the Eastern Cape

Madoda Cekiso,Mashudu Mashige,Thenjiwe Meyiwa

doi:10.4102/sajce.v9i1.658

Abstract

Background: The perception that educating learners using their mother tongue contributes positively to educational and learning outcomes is well documented. Aim: This study explores the purported benefits of employing the mother tongue in teaching Foundation Phase (FP) learners. Specifically, the study focuses on an examination of the experiences of teachers of isiXhosa (one of the indigenous languages in South Africa) and explains the effects of employing isiXhosa in teaching at the FP (Grades 1–3). Setting: The study was conducted in three rural schools in the Eastern Cape. Methods: The study utilised a qualitative approach and case study design was followed. The sample comprised nine FP teachers (one male and eight females) who were selected purposively from three public schools. Three FP teachers were selected from each school and the one-on-one interview was used to collect data. The collected data were analysed thematically. Results: This study revealed that a majority of FP teachers had not received training to teach subjects using isiXhosa as a medium of instruction. This study also revealed that teachers encountered numerous difficulties in teaching mathematics and life skills using isiXhosa as a medium because of lack of vocabulary to match mathematics and life skills concepts. Conclusion: The authors suggest that teacher training institutions should provide adequate and relevant professional training to FP teachers so that they could teach in isiXhosa optimally. The authors also suggest that all textbooks, readers, educational media, study guides and related literature be made available in isiXhosa.

Highlights

The end of apartheid in South Africa ushered in democracy, which led to the country adopting a multilingual policy
Hobson et al observed that the majority of teachers felt positive about the support they received during their initial professional training even though those trained to teach in primary schools gave lower ratings than those trained to teach in secondary schools
Some of the challenges emanated from the lack of isiXhosa vocabulary to match terms or concepts related to mathematics and life skills, which compelled teachers to attempt translating from English into isiXhosa

Summary

Introduction

The end of apartheid in South Africa ushered in democracy, which led to the country adopting a multilingual policy. The perception that educating learners using their mother tongue contributes positively to educational and learning outcomes is well-documented (Begi 2014; Kuper 2003; Malone & Malone 2010; Njoroge 2017; Prah 2009; Trudell 2005; UNESCO 2006; Wigglesworth & Simpson 2008; Young 2009). It is for this reason, among others, that the South African languagein-education policy grants official status to the 11 major indigenous languages of the country. The perception that educating learners using their mother tongue contributes positively to educational and learning outcomes is well documented

Objectives

Results

Discussion

Conclusion