Immigrant learners traversing the prospects of mastering destination languages: a perspective of globalisation and linguistic competencies

Abstract

The article adopts a qualitative method to explore and demonstrate the impact of a lack of local language proficiency in a multinational classroom. It contributes to a better understanding of the extent of the language barrier to effective teaching and learning. It also demonstrates how a lack of inclusivity in a multilingual classroom could have negative consequences on a learner's performance and the quality of teaching and learning in general. Despite the extensive literature on how the lack of language proficiency impairs quality teaching and learning in a classroom, further research should be carried out on promoting equal access to quality teaching and learning. The ongoing globalised migration makes it imperative that this study be carried out with much focus on a multinational classroom, Xitsonga in particular. Over the last decade, South Africa has emerged as the major destination for people leaving Zimbabwe. For this qualitative study in one of Xitsonga classroom settings with an unnoticeable number of Zimbabwean migrant learners in the Limpopo Province of South Africa, two Grade 11 immigrant high school learners whose home language is Shona, enrolled in the Further Education and Training (FET) phase, were used as respondents. The researchers used conversation analysis to collect data. The results revealed that teacher-to-learner and learner-to-learner interactions are important in learning an additional language. Besides, all learners have immeasurable prior knowledge, gained from schooling and life experiences, and additional language teachers can build on those experiences. Also, translation, code-switching and translanguaging are necessary for developing broader inter-linguistic and intercultural skills when learning an additional language. The study recommends inculcating in the learners the belief that languages are intertwined and that they all have a social orientation