English Remains More Equal Than Other Languages and Continues to Colonise the Classroom: Accounting Teachers Perspectives in South Africa

Abstract

South Africa has eleven official languages and learners are initially taught in their mother tongue (from Grades 1 to 3) and most subsequent teaching takes place in English or Afrikaans and it creates a problem to most learners. The aim of this study is to probe into the impact of English as the language of learning for Limited English Proficiency (LEP) Grade 10 Accounting learners in Free State Province, South Africa. The study used the qualitative approach and utulised the phenomenological gain an in-depth understanding of the Accounting teacher's perspective about the challenges faced by LEP Accounting learners in South Africa and how to address their problems in South African schools. Participants comprised of a purposive sample of 30 Accounting teachers (male:8, female:12, age 20-36). Data on challenges faced by LEP Accounting learners were collected using semi-structured individual interviews. The study revealed that LEP Accounting learners struggle to understand the language used in the Accounting question because they are not comfortable with the language. The study also asserted that basic Accounting equation as the basic for Accounting learners is a challenge to LEP Accounting. The further indicated that LEP Accounting learners struggle junk Accounting concepts because they are not in their mother. The South African need to implement their policies to address the imbalances of the past and mother tongue must be implemented in schools to address the challenges faced by LEP Accounting learners in South Africa and development of accounting concepts in African languages must be encouraged.

Exploring Accounting Teachers’ Effective Implementation of Assessment for Learning in the Classroom

“…Literature reveals numerous factors associated with the challenges relating to the content and pedagogical knowledge of Accounting teachers (Modise, 2016;Modise et al, 2020;Moloi & Molise, 2021). These factors were categorised as misconceptions and misunderstandings, inadequate knowledge and skills to construct AfL tasks, difficulty applying Accounting principles, concepts and procedures, and lack of formative testing.…”