Navigating the complexities of learning history in English in two South African schools
Pfuurai Chimbunde,
Thapelo Kagiso Lekhethe,
Boitumelo Benjamin Moreeng
Abstract:Despite extensive research into the intersection between English aptitude and academic achievement, the challenges that learners for whom English is not their first language face when taught history in English are still underexplored. Underpinned by Vygotsky’s sociocultural theory, this study investigates the linguistic challenges that South African learners face when taught history using the English language, and then explores how learners would want to be taught. Using semi-structured interviews and classroo… Show more
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