Language Of Learning And Teaching Research Articles

Assessing the Intersectionality of Language Anxiety and Outcomes for African Learners Writing Examinations in English

This study investigated the intersectionality of language anxiety, writing examinations in English, and outcomes for non-English mother-tongue learners in South Africa. The study focused on the impact of these three factors on learner performance and delved into this intersectionality by reviewing the literature on anxiety stemming from writing examinations and the impact of the language medium used in assessing learners. Qualitative document analysis was used to collect and analyse the data for this study. It involved gathering literature from psychology, education, and language studies to reveal a correlation between anxiety, writing examinations, and the Language of Learning and Teaching (LOLT). The study concluded that using English as a medium for examinations can have a negative impact on learners who may not be linguistically competent to express themselves effectively in English, even if they were taught using translanguaging pedagogies. It argued that the true potential and outcomes of learners will only be fully realised through the exam process if they are allowed to write examinations in their mother tongues; and recommended that the Department of Basic Education (DBE) should allow for examinations to be conducted in all official languages for all grades and encourage learners to write examinations in their mother tongues. The only examinations they should be required to write in English are those for English Additional Language, like Afrikaans mother tongue speakers who can write all their examinations in Afrikaans except for English as a subject. Keywords: Anxiety, English Hegemony, Examinations, Language of Learning and Teaching, Linguistic Injustice

Utilising Tshivenḓa Scientific Language Register for Teaching Electric Circuits

Teaching physical sciences in English as the Language of Learning and Teaching (LOLT) has presented numerous challenges, particularly for learners who are not proficient in the language. The South African government is increasingly considering the use of indigenous languages as the medium of instruction for subjects such as physical sciences, sparking debates regarding the effectiveness of indigenous languages in teaching and learning. This study aimed to explore stakeholders' perceptions regarding the use of Tshivenḓa scientific language for the concept of electricity. Utilizing qualitative interpretative case study methodology, the researcher conducted interviews with two grade 10 teachers, three parents, and two groups of grade 10 learners from selected schools to investigate their views on using Tshivenḓa scientific language register to teach physical sciences. The findings indicate that stakeholders view the adoption of scientific language registers in Tshivenḓa as a positive initiative. They believe it will provide learners who struggle to understand physical sciences when taught in English with an opportunity to learn effectively in a language they are familiar with. Therefore, the study recommends expanding the development of scientific registers in Tshivenḓa to cover other topics in physical sciences.

The challenge of incorporating new methods: The case of group guided reading in South Africa

Background: South Africa is a country with a reading crisis: 81% of Grade 4 learners are unable to read for meaning in Grade 4. Teaching methods and practices have been identified as a primary cause; there is an over-reliance on choral methods, very little focus on meaning, weak feedback and assessment, and little interaction with books.Aim: This article reports on the kinds of knowledge required to teach Group Guided Reading (GGR) and the extent to which teachers enacted this knowledge in their practice, using Shulman’s (1987) knowledge categories.Setting: The research was carried out in three no-fee, township primary schools where isiXhosa was the language of learning and teaching (LoLT), in the Eastern Cape, South Africa.Methods: The research took the form of a case study of three teachers, who were given support, including coaching, to implement GGR. Data were generated through classroom observation and stimulated recall interviews using videos; the data were analysed using Shulman’s knowledge categories (1986, 1987).Results: Teachers demonstrated sufficient pedagogical content knowledge (PCK) to put GGR into practice. However, no assessment was observed, and two of the teachers chose not to put the learners into reading ability groups, both of which are core elements of GGR.Conclusion: New methods of teaching do not always take account of local circumstances.Contribution: Group Guided Reading was developed in countries where classes are small, and classrooms are spacious and well-equipped.

English additional language undergraduate students’ engagement with the academic content in their curriculum in a South African speech-language and hearing training program

BackgroundThe emergence of the Speech-Language and Hearing (SLH) professions in South Africa took place during the era of racial segregation. Consequently, the culture and language of these professions have predominantly reflected the minority White population, even in SLH training programs. English has remained the language of learning and teaching (LOLT) in most South African tertiary institutions, with a strong Western cultural influence. Given the increasing diversity in these institutions, a mismatch between the language of instruction and that of English Additional Language (EAL) students poses academic challenges for this population, prompting the need for this study.AimThis study aims to investigate the learning and social experiences of EAL undergraduate students enrolled in South African SLH training programs, with a specific focus on exploring their engagement with academic content in the curriculum.MethodsA cross-sectional online survey design was employed, and a total of 24 EAL students participated in the study. Descriptive and thematic analysis methods were utilized for data analysis.ResultsThe findings revealed that EAL students encountered academic challenges primarily related to their proficiency in the LOLT, which were most pronounced in lectures and examinations, while being relatively less pronounced in assignments. Complementary use of indigenous languages, simplification of complex terminology and self-employed strategies to cope in response to the existing academic language challenges are highlighted. These findings underscore the significance of addressing pedagogical approaches, language policies, and curriculum transformation towards a more Afrocentric perspective.ConclusionThe study highlights the academic difficulties faced by EAL students in South African SLH training programs. The implications for future interventions in this context are highlighted. The findings emphasize the need for pedagogical reforms, language policy considerations, and curriculum transformation that embraces Afrocentric perspectives. Addressing these issues is crucial to ensure equitable educational experiences and support the success of EAL students in the SLH field.

Perceptions of Grade 11 Setswana home language learners regarding English as the language of learning and teaching in a rural South African school

South African learners are amongst millions globally who learn English as a second language and also use it as the language of learning and teaching (LoLT) at various levels of their educational careers. The literature abounds with views from language and education experts confirming that proficiency in the LoLT is a prime factor determining the academic success of learners. Conspicuously absent are the voices of learners on a matter that so intimately touches them. This study, therefore, investigated the perceptions of Setswana Home Language (SHL) learners about studying English as a subject and using it as the LoLT. The study was conducted with Setswana Home Language (SHL) Grade 11 learners in a rural public secondary school in the Bojanala Education District, North-West Province, South Africa. Second language acquisition theory and the concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) as espoused by Cummins informed the single case qualitative study. Data were collected through a questionnaire with one purposefully sampled Grade 11 English First Additional Language (EFAL) class and analysed qualitatively. In the findings, learners confirmed that they did not have a thorough understanding of English; lacked confidence when speaking English; had poor speaking and writing skills in English; preferred to have Setswana as the LOLT; were exposed to the use of both the home language (HL) and English in the classroom; and lacked sufficient access to English in their home environments.

Umuzigo w’inyongera: girls’ differential experiences of the double-burden of language and gender in Rwandan English medium secondary education

This paper argues that learning in an unfamiliar language of learning and teaching (LoLT) negatively impacts Rwandan girls in the early years of lower secondary education. Based on classroom observation and interviews with case-study girls in four Rwandan secondary schools, we show that where girls’ life circumstances differ, so too does the way in which the use of an unfamiliar LoLT affects them. Through the development of five typologies, we explore the ways that when girls face inequalities at the levels of time, space, material and emotional support they have for learning, the requirement that education be conducted and assessed in an unfamiliar language works to compound these inequalities. Our conclusions advocate for greater attention to be paid to the language of learning and teaching in global and national girls’ education policies to alleviate the ‘double burden’ that many girls carry.

Using visual representations to enhance isiXhosa home language learners’ mathematical understanding

Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for adequate mathematical teaching and learning. There is a scarcity of research on what constitutes effective mathematics instruction for isiXhosa HL learners in South African language of learning and teaching (LoLT) Grade 1 classrooms.Aim: The purpose of this study was to explore the experiences of Grade 1 teachers using visual representations to enhance isiXhosa HL learners’ understanding of mathematics in the English- LoLT in Grade 1 classrooms.Setting: This study was conducted at four primary schools in the Western Cape’s Metro East Education District.Methods: This study employs a qualitative research approach in conjunction with an adapted interactive qualitative analysis (IQA) systems method to collect in-depth data about current mathematics practices in English LoLT in Grade 1 classrooms. The data were analysed using John Stuart Mill’s analytical comparison technique.Results: This study found that semiotics such as visual (and concrete) representations assist isiXhosa HL learners to grasp and understand mathematical concepts easily.Conclusion: This study emphasises the significance of using sufficient visual representation strategies to enhance isiXhosa HL learners’ mathematical understanding in the English LoLT in Grade 1 classrooms.Contribution: The outcomes of this study can make a positive contribution to current mathematics practice in terms of supporting isiXhosa HL learners in English LoLT in Grade 1 classrooms.

English first additional language learning and teaching with digital resources

This paper investigates the learning and teaching of English as a first additional Language (EFAL) using digital resources. It was a qualitative study conducted in a Grade 10 township classroom in the Western Cape, South Africa. Data were collected through observation of a traditional classroom, a computer laboratory and a media room. In addition, using semi-structured interviews, an EFAL teacher, the head of department for languages and the school principal, were interviewed. The research aimed to understand whether the pedagogical digital literacy practices and the use of digital resources enhance the learning of EFAL. In South Africa, English is the language of learning and teaching (LoLT) for the majority of learners that are non-English speakers. Through the lens of computer assisted language learning (CALL) theory and Technological Pedagogical Content Knowledge (TPACK), this article argues that the integration of technology helps teachers to deliver the EFAL content in a flexible and enhanced way. The findings reveal that teachers who teach in impoverished backgrounds and in other languages need to be equipped with digital literacy skills. These skills will address the challenges of literacy currently faced by the country. In conclusion, the amalgamation of an e-education policy with the ...

The implementation of English across the curriculum: An exploratory study of how South African educators teach writing in History lessons

AbstractIn 2013, as a strategy to enhance academic performance, the South African Department of Basic Education (DBE) published several English Across the Curriculum (EAC) manuals to guide in‐service teachers who did not have prior knowledge of how to integrate the teaching of content subjects with language learning. The DBE introduced the EAC strategy as a mandatory tool for strengthening the use of English as a Language of Learning and Teaching (LoLT) to address language as a barrier factor to academic success both in primary and high schools. However, in 2017, the DBE published a report showing that most content teachers were not using the EAC strategy. In view of the alarmingly poor academic performance in mostly public schools, the question in many people's minds has always been whether content teachers are using the EAC strategy. To understand this phenomenon, I conducted a qualitative study focused on four purposively selected Grade 8 Social Science educators teaching History (Grade 8 is an entry level to South African secondary schools). I collected data using non‐participant classroom observations and semi‐structured interviews, while inductive thematic analysis was used as an approach to analyse the data. The findings indicate that to teach writing in History, the participants used strategy‐focused instruction which includes vocabulary development and clustering activities as well as writing frames that encompass sentences and paragraphs. Importantly, the research adds to our knowledge of teaching of English to speakers of other languages in multilingual contexts when mandated by governments to change without appropriate support. The study highlights how this situation leads to deeper reflection where educators must encounter professional conflict and dilemmas to bring coherence to their teaching knowledge and experience.

The comprehension of ellipsis in isiXhosa-speaking Grade 1 learners

Ellipsis occurs on and above sentence level, forming a part of the discourse-internal linguistic devices that children need to access and comprehend narratives and other classroom discourse for literacy and academic literacy development A dearth exists in the knowledge about the development and mastery of ellipsis in child language, specifically for speakers of African languages regarding both first and second language acquisition timetables and contexts. This study aimed to ascertain how well Grade 1 isiXhosa first language (L1) learners,with isiXhosa as their language of learning and teaching (LOLT) compared to other Grade 1 isiXhosa L1 learners with English as their LOLT; while evaluating if gaps exist in the possible mastery and development of ellipsis with regard to the LOLT. The isiXhosa LOLT group mastered both noun and verb ellipsis by time 2, while the English LOLT group showed no mastery by time 2; although statistically significant development occurred between time 1 and 2 for the English LOLT group. A statistically significant difference is apparent in the comparison between the isiXhosa and English LOLT groups for both times and ellipsis types, which points to a lack of comprehension of ellipsis in a non-mother tongue LOLT, which may impact future literacy development.

English lingua franca as a language of learning and teaching in northern Namibia: A report on Oshiwambo teachers' experiences

At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LoLT). Since then, both government reports and scholarly research have highlighted the poor performance of learners and the apparentfailing standards of teaching. The study reported on in this article explores Oshiwambo-speaking teachers' perceptions of the advantages of using English as a lingua franca (ELF) as LoLT in an educational setting in Namibia, and the challenges they face. The findings suggest that, for teachers, the primary perceived advantage is that learners will need this language if they are to further their studies abroad. Furthermore, teachers overcome the challenges of using ELF as LoLT by resorting to code-switching to ensure that their learners understand the concepts that they are being taught. In this article, we frame this from a translanguaging pedagogy perspective, recommending that teachers be supported and encouraged to use both languages in an integrated and coherent way to overcome the challenges of using ELF as LoLT. This requires the Namibian Language-in-Education Policy (NLiEP) to be adapted in such a way that it allows English to be used as LoLT alongside Namibia's indigenous languages, acknowledging the bilingual/heteroglossic nature of classrooms in Namibia.

Improving South African student teachers’ English language skills: an argument for the assessment strategies of the PrimTEd language teaching project

South Africa is a linguistically diverse and educationally complex country. Most student teachers in Bachelor of Education programmes who are preparing to teach in primary schools do not speak English as a mother tongue. The medium of instruction for B.Ed programmes is English. Foundation Phase teachers will be expected to teach learners English (as a) First Additional language (EFAL). Intermediate Phase teachers will be expected to use English across the curriculum as English is the Language of Learning and Teaching (LoLT) from grade 4 upwards. As such, it is important that newly qualified teachers entering primary schools can engage with English texts, have a competent understanding of English and communicate fluently in English. As one way of making a positive intervention in future teacher competency, this paper argues for the use of language and literacies assessment in Initial Teacher Education (ITE)at universities. The Primary Teacher Education project (PrimTEd) has developed a set of Language and Literacy standards for teachers, as well as assessments for primary school student teachers’ knowledge of English. These assessments are designed to occur at two points: entry level (first year) and exit level (fourth year) of the Bachelor of Education (B.Ed) degree. Methodologically this paper considers the complex background conditions in language education which led to the PrimTEd project’s work and then sets out how the PrimTEd project’s assessment strategy may offer a hopeful intervention in these circumstances.

Impact of Code-Switching in Learning and Teaching of Mathematics: A South African Perspective

This paper examines the impact of code-switching on the learning and teaching of Mathematics. The research was conducted in selected primary schools in O.R. Tambo Inland Education District in the Eastern Cape Province of South Africa. The researchers adopted a case-study research design. Four focus groups, each represented by six members, were used during data collection through semi-structured focus group interviews conducted face-to-face. Two groups were from rural-based schools and two groups were selected from urban-based schools. Purposive sampling was used to select participants with a focus on Mathematics grade six (6) teachers. The results show that code-switching is inevitable in teaching learners whose first or mother tongue is not English language when English language is used as the language of learning and teaching (LoLT). Secondly, code-switching is a useful and effective learning and teaching strategy for grade six (6) learners in Mathematics. The study recommends that teacher trainees should be introduced to a minimum of three (3) languages during their training in the teaching profession. In addition to making code-switching acceptable and official, Mathematics teachers should use it as a learning and teaching method or strategy. Keywords: Bilingualism, Code-switching, Learner Competence, Multi-cultural Classrooms

English Language Proficiency: A Predictor of Academic Performance in Biology

English language is used as the medium of teaching in Ghanaian schools from Basic to the tertiary levels. Students at all stages of education are taught the content of school subjects through the use of the English language. As a result, how well students perform academically is mainly determined by their proficiency in English language. This paper therefore examined the relationship between English language proficiency and academic performance in Biology. The study employed a hybrid of ex-post facto and correlational research designs to determine the extent at which science students’ performance in English language correlates with their academic performance in Biology. Secondary data in the form of Terminal examination scores and 2019 West African Senior Secondary School Certificate Examination (WASSCE) results in English language and Biology were analysed for 157 science students in four selected Senior High Schools in the Central and Western Regions. The Pearson Product Moment Correlation Analysis of the Statistical Package for Social Sciences (SPSS) was used to assess the degree of correlation between English language proficiency and academic accomplishment in Biology. The study observed that there was a positive correlation (r = 0.379, 0.479, 0.443 and 0.345) between English language performance and academic achievement in Biology in the terminal examination scores. The WASSCE scores revealed a positive and strong correlation (r = 0.825, 0.719) between English language and Biology. Based on these findings, it was recommended that since English language is extensively used in education as a whole, science teachers should teach language across the curriculum. That is, they must lay special emphasis on contextual proficiency more than on general proficiency in the language of learning and teaching (LOLT) when the need arises.

Challenges in Using African Languages as the Language of Learning and Teaching (LoLT) for Mathematics in Rural Schools: Foundation Phase Teachers’ Perspectives

The South African Language in Education Policy (LiEP) advocates using African languages in the Foundation Phase (FP) which is the first phase of formal schooling in South Africa. This paper seeks to identify the challenges in implementing the language provisions prescribed in the LiEP in South Africa and within the region. Using the challenge-based learning (CBL) approach, this paper provides a glimpse into the challenges that 50 FP teachers based in six rural schools in South Africa face when using African languages as LoLT when teaching mathematics. Data collected through questionnaires, focus-group interviews, and observations in mathematics classrooms were used to illuminate these challenges. The results indicate that teachers experienced three main challenges: multilingual learners and learners who were taught in English in pre-school, English scripted lesson plans, and teacher training that was only provided in English. Importantly this paper identified a language disjuncture between policy and practice where the policy requires teachers to teach in African languages while the teaching material is written in English.

Information Processing Ability and its Implications for Teaching and Learning

The aim of this paper is to explore how the brain processes information, and which factors affect the information processing ability of learners in the classroom. From the hierarchical linear modelling (HLM) analysis, it is evident that the independent variables age, home language, language of learning and teaching (LOLT), and average class size affect the information processing ability of learners in the classroom. The process by which the brain acquires, use, and think about knowledge is known as cognition. Cognition are those intellectual or perceptual processes occurring within us that the typical individual would describe as thinking, rational processing, or the mind. Through learning, an individual’s cognition develops long-term changes in mental representations or associations because of environmental learning and experiences. A quantitative design was followed to gather data from Grade 11 learners by means of a questionnaire. The results revealed that information processing ability of learners as a dependent variable was significantly influenced by the following independent variables: age, home language, language of learning and teaching, and average class size. Recommendations to teachers on how to facilitate efficient information processing are made, which could result in meaningful learning and understanding by the learners. It is hoped by the researchers that, employing these tactics, will render valid results that are consistent with the need to enhance learners’ depth and breadth of processing information, and thereby become sophisticated and complex producers of knowledge.

(Hidden) potentials for African languages in curriculum reforms: examples from Kenya and South Africa

Education systems are globally reformed to focus more on competencies and be more pupil-centred. Post-colonial countries like Kenya and South Africa face severe educational challenges regarding access, language policy and the quality of education. Both countries share a colonial history under the British Empire. South Africa rolled out its Outcomes-Based Education (OBE) curriculum, but soon reformed and later changed it substantially to the new Curriculum and Assessment Policy Statement (CAPS). Kenya implemented their Basic Education Curriculum Framework (BECF) only recently in 2017, which represents a Competency-Based Curriculum (CBC). Both curricula do not have language policy as a priority, although many children in both countries have very limited exposure and competencies in English, the dominant language of learning and teaching (LoLT) in Kenya and South Africa. They can read English words in lessons, but quite often cannot explain their meaning. A semi-systematic literature review was conducted to analyse common or similar and different patterns in both countries as well as the academic representation of it. Together with own previous research, the study revealed that ideally language policy and curricular reforms need to be addressed simultaneously.

Rethinking Educational Transitioning in South African Primary Schools in Grades 3 and 4

In South Africa, Grade 3 learners are taught by a class-teacher who teaches all the subjects in this specific grade, but once they are promoted to Grade 4, they are taught by specialist subject teachers. This implies that the learners suddenly transition from one teacher to being taught by four or five specialist subject teachers; and this adapting to various pedagogical approaches, has disadvantages. Research reveals that Grade 3 learner- performance is usually satisfactory or better as compared to Grade 4 results. In other words, once the learners’ transition to Grade 4, their academic performance drops. This study investigates the foundational problems plaguing learner-transitioning from Grade 3 to 4. This study is significant in that it suggests recommendations that may address transitional challenges. The interpretive worldview and the case study method were used in conjunction with the qualitative approach to collect data. For this purpose, 5 ex-Model-C schools were conveniently selected; this included 10 Grade 3 teachers and 10 Grade 4 teachers from these schools. Research instruments such as lesson observation, interviews and document analysis were utilised. Additionally, Bronfenbrenner’s Ecological Theory was adopted as the theoretical lens which explored the pedagogical relationship between the teacher and the learners. Findings in the study indicated that when Grade 3 learners’ transition to Grade 4 they fail to navigate this process due to contextual barriers. Possibly, the language barrier precipitated by the Language of learning and Teaching (LOLT), affected the learners’ performance. This study recommended changing communication strategies in content subjects as well as re-analysing Grade 4 language pedagogy in curriculum delivery as intervention strategies to solve the issue of poor performance when learners transition from Grade 3 to 4.

Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

<p style="text-align:justify">The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching.</p>

The Development of Strategies to Teach Listening and Speaking Skills to English Second Language (ESL) Learners in African Society: Insight from the Pinetown District, KwaZulu Natal

Listening and speaking proficiently in English Second Language teaching is a perennial problem in South Africa. While scholars in the domain of ESL acknowledge that there is a severe challenge with teaching listening and speaking skills, there is a shortage of literature in this sphere. Although English is not the home language for most Black learners in South Africa, they are compelled to use English as the Language of Learning and Teaching (LoLT). This serves as a hindrance in developing learner’s proficiency in listening and speaking, which is further exacerbated by poor ESL teaching performed by teachers whose own ESL proficiency is limited. This paper seeks to explore the strategies used by teachers to teach listening and speaking skills to ESL Grade eleven learners’ in selected township schools in the Pinetown District, KwaZulu Natal. Township, in South Africa, refers to racially segregated and often underdeveloped urban areas created for people of color during the apartheid regime. Data was generated using individual semi-structured interviews with eight participating teachers and observation of classroom lessons and document analysis. A significant finding revealed that the claims made by the ESL teachers about their pedagogical practices tallied with the requirements of the Continuous Assessment Policy Statement (CAPS) and their lesson plans but contradicted the ESL teachers’ actual practice in the classroom.