Abstract
Background: The education of immigrant children is influenced by many factors that emanate from global socio-economic and political issues. In the South African education system, teachers do not have guidelines on how to include immigrant children from diverse linguistic and cultural backgrounds. The question that arose was ‘what effect does poor language proficiency have on immigrant learners’ psychosocial development?’ Aim: This study focused on how language challenges experienced by immigrant children influence their relationships with themselves and others in the learning environment. The second objective was to find out how teachers are coping with immigrant learners. Setting: Learners were purposively selected from former Model C Foundation Phase classrooms in three selected schools in Gauteng province, South Africa. Former Model C schools are schools that accepted only white children prior to the early 1990s. Methods: This study uses an interpretive research paradigm with thematic analysis of data from focus group interviews and individual interviews. Participants were 48 Foundation Phase learners, 24 female educators and three school principals. Results: The results suggest that language barriers create a vicious cycle of negative emotions and unhealthy interactive patterns between immigrant and local children. Immigrant learners experience cognitive and social inhibition, isolation and bullying by the local learners. Conclusion: There are implications for the integration of psychosocial content in teaching a language. This could empower Foundation Phase teachers with guidelines for teaching English to all second language learners in a way that fosters positive adjustment of immigrant children and prosocial behaviour in the learning environment.
Highlights
Education systems are faced with the challenge of accommodating children of immigrants from various cultural and linguistic backgrounds in schools
This study provides evidence that immigrant learners’ language challenges affect their emotional well-being negatively and inhibit them from participating effectively in http://www.sajce.co.za the learning environment
Negative emotions result in unhealthy interactive patterns with their peers, which bar them from sharing their funds of knowledge with others
Summary
Education systems are faced with the challenge of accommodating children of immigrants from various cultural and linguistic backgrounds in schools. Voluntary immigrant families have the financial resources and literacy skills, which help their children to adjust in the education systems of their new countries (Awokoya 2009:28; Zong & Batalova 2017). These families can afford to send their children to private schools because they come from relatively stable countries, whereas involuntary immigrants are usually asylumseekers who come from politically unstable and war-torn countries (Ukpokodu 2018:72). The question that arose was ‘what effect does poor language proficiency have on immigrant learners’ psychosocial development?’
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