Languages of learning and teaching in multilingual classrooms: educational use of the African languages

Abstract

Black South African learners are registered in Model C schools to receive their education. The language of learning and teaching is English, whilst these learners’ English language proficiency is limited. They come from different urban, townships and rural areas, and their home languages are indigenous languages. The study aims to investigate and describe the challenges facing black, English second-language South African learners and to meet their needs by offering suggestions as to how they could be assisted to learn and achieve according to their full potential. The study used qualitative analysis with interview as the main data gathering tool. The participants were teachers purposively selected from the suggested pilot schools. From the phenomenological analysis the data were gathered by means of a literature review, document analysis, interviews, classroom visits and observations. The study has revealed that the black South African learners in Model C schools are faced by numerous challenges owing to their limited English proficiency, and that they do not meet the requirements to pass their grades. Their inability to cope affects their self-esteem and confidence negatively. The learners do not take risks to participate actively during lessons as they tend to avoid embarrassment and being teased by their peers. The study resulted in formulating guidelines and recommendations that will help meet the challenges faced by black South African learners in Model C schools and support them.