The Influence of Familial and Schooling Experiences on the Acculturation of Immigrant Children from Zimbabwe

Adebanji, Opeyemi Temilola; Phatudi, Nkidi Caroline; Hartell, Cycil George

doi:10.5901/mjss.2014.v5n20p1039

Cited by 1 publication

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“…In South Africa, these challenges include difficulty in accessing school because of education policies (Buckland 2011;Meda, Sookrajh & Maharaj 2012:160), missing out on school because of families running away from violent attacks in their host communities, acculturation (Adebanji, Phatudi & Hartell 2014:1041, adaptation and identity formation (Vandeyar 2011:3), bullying (Mohamed 2015:72) and social exclusion because they are unable to communicate in any of the South African languages. Ethnic differences amongst school children are often revealed by appearance and language, but it is mainly language that reveals their ethnic identities and highlights differences between them and local learners (Lawson-Sako & Sachdev 2013:64;Suleiman 2013:2).…”

Section: Introductionmentioning

confidence: 99%

How language challenges affect the behaviour of immigrant learners in the Foundation Phase at three schools in Gauteng, South Africa

Babane

2020

South African Journal of Childhood Education

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Background:The education of immigrant children is influenced by many factors that emanate from global socio-economic and political issues. In the South African education system, teachers do not have guidelines on how to include immigrant children from diverse linguistic and cultural backgrounds. The question that arose was 'what effect does poor language proficiency have on immigrant learners' psychosocial development?'Aim: This study focused on how language challenges experienced by immigrant children influence their relationships with themselves and others in the learning environment. The second objective was to find out how teachers are coping with immigrant learners.Setting: Learners were purposively selected from former Model C Foundation Phase classrooms in three selected schools in Gauteng province, South Africa. Former Model C schools are schools that accepted only white children prior to the early 1990s.Methods: This study uses an interpretive research paradigm with thematic analysis of data from focus group interviews and individual interviews. Participants were 48 Foundation Phase learners, 24 female educators and three school principals. Results:The results suggest that language barriers create a vicious cycle of negative emotions and unhealthy interactive patterns between immigrant and local children. Immigrant learners experience cognitive and social inhibition, isolation and bullying by the local learners. Conclusion:There are implications for the integration of psychosocial content in teaching a language. This could empower Foundation Phase teachers with guidelines for teaching English to all second language learners in a way that fosters positive adjustment of immigrant children and prosocial behaviour in the learning environment.

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Section: Introductionmentioning

confidence: 99%

How language challenges affect the behaviour of immigrant learners in the Foundation Phase at three schools in Gauteng, South Africa

Babane

2020

South African Journal of Childhood Education

View full text Add to dashboard Cite

show abstract

The Influence of Familial and Schooling Experiences on the Acculturation of Immigrant Children from Zimbabwe

Abstract: The challenges confronting neighbouring South African countries such as Zimbabwe continues to increase as a result of the

Cited by 1 publication

References 27 publications

How language challenges affect the behaviour of immigrant learners in the Foundation Phase at three schools in Gauteng, South Africa

How language challenges affect the behaviour of immigrant learners in the Foundation Phase at three schools in Gauteng, South Africa

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