‘Hayi, they don’t know Xhosa’: Comparative isiXhosa teaching challenges in the Eastern Cape and Gauteng

Kaschula, Russell H.; Kretzer, Michael M.

doi:10.1080/02572117.2019.1672318

Cited by 6 publications

(7 citation statements)

References 22 publications

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“…The situation gets further complicated by the fact that indigenous languages exist on a continuum with many slightly different language varieties. Kaschula and Kretzer ( 2019 ) analysed the effects of language varieties of isiXhosa on the teaching of Standard-isiXhosa in two different South African provinces and its challenges.…”

Section: Socio-linguistic Administrative and Constitutional Context O...mentioning

confidence: 99%

“…The Linguistic Landscape (LL) showed for South African schools a huge variety of information leaflets either multilingual in Afrikaans or English or one African language or even multilingual in two or more languages (Kretzer and Kaschula 2019). One principal from a township school in Gauteng tried to be as inclusive as possible and asked pupils about their parents' language preferences and produced information materials accordingly.…”

Section: Implementation Challenges Of Pupil-centred Curricula Reforms...mentioning

confidence: 99%

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

Kretzer

Oluoch-Suleh

2022

SN Soc Sci

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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.

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Section: Socio-linguistic Administrative and Constitutional Context O...mentioning

confidence: 99%

Section: Implementation Challenges Of Pupil-centred Curricula Reforms...mentioning

confidence: 99%

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

Kretzer

Oluoch-Suleh

2022

SN Soc Sci

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“…Literature review Kaschula and Kretzer's (2019) study contrasting isiXhosa teaching issues in the Eastern Cape with Kaschula and Kretzer's (2019) argued that although there is a Language in Education policy Language in Education policy (LiEP) which is underpinned by the constitution in South Africa, there are still gaps, particularly as it relates to implementation thereof.…”

Section: Sociocultural Theory As a Theoretical Framework That Underpi...mentioning

confidence: 99%

“…Although their paper is based on research conducted in the two provinces mentioned above, the case of isiMpondo, which is in the Eastern Cape, is related to the argument made by the researcher in this study. Kaschula and Kretzer (2019) found that teachers in Port St Johns have difficulties teaching standard isiXhosa to some learners because the language they use at home is isiMpondo, which they bring into the classroom. Similarly, Heugh (2002) contended that, while the LiEP exists, its execution is incoherent, mainly in terms of the usage of South African indigenous languages.…”

Section: Sociocultural Theory As a Theoretical Framework That Underpi...mentioning

confidence: 99%

Teachers’ language attitudes towards the use of a nonstandard variety in the classroom in Grades 1–3: A case of isiBhaca in Umzimkhulu, KwaZulu-Natal

Majola

2022

Literator

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South Africa is a democratic country, and as such, it is crucial that every individual’s linguistic rights be protected. Also of paramount importance is that the South African government should revisit the issue of granting official status to some languages to the exclusion of others, such as isiBhaca, and consider the issue of a ‘language variation’. The educational setting has experienced challenges over attitudes towards language varieties. Teachers’ attitudes towards using a nonstandard variety of language or dialect in the education space have implications for effective teaching and learning. Therefore, this paper aims to establish the attitudes held by teachers towards the use of isiBhaca (a nonstandard variety of isiXhosa) in the education space in Umzimkhulu, KwaZulu-Natal. Using the qualitative research method, data were gathered from 22 purposively selected teachers in six schools in Umzimkhulu. Interviews were used to collect data, and the qualitative data were analysed thematically. The study found that teachers view integrating isiBhaca into the classroom as having immense benefits. The results further revealed that teachers felt that isiBhaca should initially be taught in the lower primary school grades (Grades 1–3) and up to the tertiary education level. The findings imply that learners’ academic performance in Umzimkhulu is affected by the use of isiXhosa as a medium of instruction in schools. This is why teachers who were participants in this study believe that isiBhaca is a language of the people of Umzimkhulu, and thus their learners should be given a chance to be taught in isiBhaca.This study contributes to the body of knowledge by demonstrating the attitudes and experiences of teachers in communities where non-standard languages are used in South Africa and how teachers cope in such multilingual classrooms. In the case of isiBhaca, teachers felt that it should be adopted as a language adequate to be used in learners’ education, even though it is a non-official language. Thus, teachers’ attitudes and views should not be ignored when discussing teaching and learning pedagogies.

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“…The promotion of local and international languages can be observed in Senegal, where it is not English the language that holds an official status but French. The latter has been established as the primary medium of instruction, and reforms have been made to preserve local languages through bilingual programmes (Kaschula & Kretzer, 2019a. In a traditionally French-speaking country as Rwanda, English has become one of the two media of instruction in the educational system together with Kinyarwanda, delegating French as an optional subject (Trudell, 2016).…”

Section: Internationalisation Of the Higher Education Landscape: A Global Viewmentioning

confidence: 99%

Mulilingual education: A contrastive analysis in Humanities, Social Sciences and Health Sciences

Calvera¹

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Licencia CC Reconocimiento -No comercial -Compartir igual (BY-NC-SA).Se puede reutilizar contenido de tu tesis indicando expresamente que tú eres el autor/a, pero sin hacer un uso comercial. Sí que se pueden crear otras obras a partir de la tuya, siempre con la misma licencia que la de tu tesis. Financiación recibidaAgencias financiadoras del doctorando/a  Contratos predoctorales: 3. Programa de suport a la formació i incorporació de personal investigador. Acció 3.1. Convocatòria d'ajudes predoctorals per a la formació de personal investigador. Contrato predoctoral FPI de la UJI (Programa propio) PREDOC/2017/36  Fundaciones o agencias que hayan contribuido a financiar gastos formativos o estancias de investigación: Pla de promoció de la investigació a l'UJI. Convocatòria de beques per a realitzar estades temporals en altres centres d'investigació per l'any 2019 (OCIT -Oficina de Cooperació en Investigació i Desenvolupament Tecnològic), Convocatòria Erasmus+ Práctiques 2018/2019 (OIPEP -Oficina d'Inserció Professional i Estades en Pràctiques)I was an undergraduate student. Not only did she introduce me to the academic and research world but has also guided me throughout the whole process. Her supervision as well as her insightful comments on the earlier drafts of this study have been extremely valuable. My gratitude extends to Professor Juan José Ferrer Maestro and Dr. Josep Benedito for giving me the opportunity to grow as a researcher within the ANTIQUA team as well as for their advice and encouraging words whenever I needed them. I am also indebted to Professor John E. Joseph and Professor Ruslan Mitkov for their warm welcome and assistance during my research stays at The University of Edinburgh and the University of Wolverhampton. I am also grateful to the members and colleagues belonging to the CHLIOS group for inspiring me in my academic and professional endeavours. Without them, expanding my knowledge of Content and Language Integrated Learning (CLIL) initiatives would not have been the same.All my gratitude goes to all the teachers and students that voluntarily took part in this research and allowed me to audio-record their oral outcomes in multilingual learning environments. Their generosity and cooperation were pivotal for the development of this research, where their anonymity has been preserved.Last, I would like to thank my family for their love, support and patience, especially to my great-grandparents, Ángel and Pilar. Even though they passed away during this academic journey, I know they would be proud of my achievements. Thanks to my parents and my sister for taking such good care of me and being always by my side.Mamà, Papà, Noelia, gràcies per cuidar-me i estar sempre al meu costat. Vos vull molt.

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‘Hayi, they don’t know Xhosa’: Comparative isiXhosa teaching challenges in the Eastern Cape and Gauteng

Cited by 6 publications

References 22 publications

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

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

Teachers’ language attitudes towards the use of a nonstandard variety in the classroom in Grades 1–3: A case of isiBhaca in Umzimkhulu, KwaZulu-Natal

Mulilingual education: A contrastive analysis in Humanities, Social Sciences and Health Sciences

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