Foundation Phase teachers’ experiences with instruction in the mother tongue in the Eastern Cape

Abstract

This study explores the purported benefits of employing the mother tongue in teaching Foundation Phase (FP) learners. Specifically, the study focuses on an examination of the experiences of teachers of isiXhosa (one of the indigenous languages in South Africa) and explains the effects of employing isiXhosa in teaching at the FP (Grades 1-3). Setting:The study was conducted in three rural schools in the Eastern Cape. Methods:The study utilised a qualitative approach and case study design was followed. The sample comprised nine FP teachers (one male and eight females) who were selected purposively from three public schools. Three FP teachers were selected from each school and the one-onone interview was used to collect data. The collected data were analysed thematically.Results: This study revealed that a majority of FP teachers had not received training to teach subjects using isiXhosa as a medium of instruction. This study also revealed that teachers encountered numerous difficulties in teaching mathematics and life skills using isiXhosa as a medium because of lack of vocabulary to match mathematics and life skills concepts. Conclusion:The authors suggest that teacher training institutions should provide adequate and relevant professional training to FP teachers so that they could teach in isiXhosa optimally. The authors also suggest that all textbooks, readers, educational media, study guides and related literature be made available in isiXhosa.

Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice

“…Over the years, research has been conducted locally and internationally on different aspects of in-service FP teachers' experiences (Bruce 2011;Cekiso, Meyiwa & Mashige 2019;Kanjee & Mthembu 2015;Masnan, Sharif & Josin 2018;Meiring 2019;Sheldon 2015), on FP pre-service teachers' experiences during their teaching practice (Matzembacher, Gonzales & Do Nascimento 2019;Steyn & Adendorff 2020;Zinn et al 2014) and on the LS module in the FP at higher education Background: In South Africa socio-economic problems such as poor health conditions, juvenile delinquency, high rates of school dropout and teenage pregnancy are increasing. Therefore, it is vital to prepare foundation phase (FP) pre-service teachers to fortify children with basic life skills (LS) that will help them to cope with real-world challenges and demands.…”

Grade R teachers’ experiences with the implementation of the mother-tongue-instruction policy for pre-reading skills in Lesotho

“…According to Gumbi and Ndimande-Hlongwa (2015), the languages that were used as LOLT in the colonial era in South Africa are still the dominant language of instruction in many schools despite establishment of the multilingual policy in 1996. The Curriculum and Assessment Policy Statement (CAPS) stipulates that all learners have a right to be taught in their native language up to Grade 3 (Cekiso, Meyiwa & Mashige 2019;Department of Basic Education [DBE] 2011;Lenyai 2011). Teachers often lack proficiency in the language of instruction which is a HL (Cekiso et al 2019).…”

“…The Curriculum and Assessment Policy Statement (CAPS) stipulates that all learners have a right to be taught in their native language up to Grade 3 (Cekiso, Meyiwa & Mashige 2019;Department of Basic Education [DBE] 2011;Lenyai 2011). Teachers often lack proficiency in the language of instruction which is a HL (Cekiso et al 2019). It seems therefore that language policy supporting mother tongue instruction is not implemented desirably in many countries because practice has not fully changed in schools (Okebukola et al 2013).…”

“…Majority of the learners who are taught in their mother tongue in preschool and foundation phase grades have better learning opportunities and perform well academically as they grow up (Alieto 2019;Mashiya 2011;Navarro et al 2016). They have a better chance of developing critical thinking and literacy skills, and understanding learning activities because they are taught in a language that they speak at home, a language which their parents can understand and can contribute to their learning process (Cekiso et al 2019;Lesotho MOET 2013a). Mother tongue helps them to learn pre-reading skill and activities with enthusiasm and connect with classroom conversation because they are taught in a language they and their families are familiar with, and facilitates learning other languages (Nishanthi 2020).…”

“…Mother tongue helps them to learn pre-reading skill and activities with enthusiasm and connect with classroom conversation because they are taught in a language they and their families are familiar with, and facilitates learning other languages (Nishanthi 2020). It connects them with their culture and local environment, and therefore they are able to associate sounds with symbols they see (Cekiso et al 2019). Kao and Mzimela (2019) asserted that learners enter school with home background knowledge of print and the literacy skills and activities which Grade R learners need to learn include letter recognition, naming objects, singing, and reciting rhymes that develop their phonological awareness.…”