Foundation Phase student teachers' views towards learning isiXhosa in the B Ed Teacher Education programme

Abstract

Teacher education programmes in South Africa

Locating indigenous knowledge in a teacher education curriculum: A case of teaching isiXhosa to non-mother-tongue speakers

“…Their main concern was that the teaching of the module did not provide opportunities for them to use the language in real contexts; and insufficient time for them to learn the new language. However, they recognised the value of learning isiXhosa for communication purposes; its value as a resource for teaching and learning and as an enabler for functioning successfully in a multilingual society (Mayaba, 2015). There was a need to offer content that 1 See Mayaba, 2015Mayaba, , 2016, for details of the study.…”

Non-native isiZulu Pre-service Teachers’ Views and Experiences on Learning isiZulu as a Second Language at a South African KwaZulu-Natal University

“…Many studies on students’ language views with various dimensions have been conducted over the years across the world. For example, Mayaba (2015) studied Foundation Phase student teachers’ views towards learning isiXhosa in the Bachelor of Education teacher education programme at another South African university. Another study by Chernobilsky et al (2015) focused on student views of a caring teacher in an undergraduate English language classroom in Russia.…”

Student voice: Perspectives on language and critical pedagogy in South African higher education

“…Kamwangamalu (2015) spoke of the necessity for school-acquired knowledge of African languages to be one of the job requirements for African people. We extend the argument to say even non-mother tongue speakers of the language should be able to use African languages, even if on a conversational level (Mayaba, 2015(Mayaba, , 2016. We further recommend that the questions asked in this paper throughout the discussion should serve as a framework for further discussions.…”