Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school

Macro and Micro Context Factors in English Language Learning in Modular Distance Learning

“…The attitudinal aspect of learners is one of the emphasized factors that influence student achievement (El-Omari, 2016). The lack of interest is one (Salie et al, 2020). Interestingly, Genc and Aydin (2011) found out that the only variable statistically significant in their study was the degree of importance of learning English that students ascribe.…”

“…In a study by Alizadeh (2016), she found out that some factors affecting the students' English language learning include students' background knowledge in English. Salie et al (2020) also added that exposure to native language communication served as barrier. Consequently, students lacked mental dedication to defining grammatical variables to communicate ideas both in written and oral communication outputs (Frans, 2016).…”

Teacher Self-Efficacy and Learner Assessment: A Perspective from Literature on South African Indigenous Languages in the Foundation Phase

“…It is argued that teachers who are not proficient in indigenous languages may have lower expectations of their learners' language abilities, which can result in teachers then subconsciously starting to undermine these learners' language skills (Heugh et al, 2021;Wills & Hofmeyr, 2019). Additionally, teachers who hold negative attitudes towards indigenous languages or cultures may consciously or unconsciously discriminate against learners who speak these languages, leading to unfair assessments (Mahabeer, 2020;Mnguni & Tshotsho, 2017;Salie et al, 2020). This can potentially engender learners' marginalisation for learners who already battle social and economic challenges in South Africa.…”

“…This can potentially engender learners' marginalisation for learners who already battle social and economic challenges in South Africa. A lack of adequate teacher training on cultural and linguistic diversity can limit teachers' understanding of the importance of incorporating indigenous languages into their teaching and assessment practices (Charamba, 2021;Mohlabane, 2021;Salie et al, 2020). Therefore, teachers need to be trained and supported to help them recognise and overcome their latent biases, and ensure that their assessment practices are fair and equitable for all learners.…”