Literacy journeys: home and family literacy practices in immigrant households and their congruence with schooled literacy

Experiences of second-class citizenship related to continued poor academic performance of minority Xhosa learners

“…This minority group seems to feel pressurised to adapt to the dominant White culture of the school at the risk of negating their own culture. This concurs with the literature concerned with this issue (Makhalemele, 2005;Mncube, 2009;Kajee, 2011).…”

“…(2Indiv.) These experiences are clear indications of the important influence that teacher' attitudes and support can have on the academic success of learners (Vandeyar and Killen, 2006;Vandeyar, 2010;Kajee, 2011). An ethos of respect for diversity coupled with deliberate attempts to create an accepting and welcoming environment is imperative for learners to feel that they can be themselves.…”

“…An ethos of respect for diversity coupled with deliberate attempts to create an accepting and welcoming environment is imperative for learners to feel that they can be themselves. It is such environment that is conducive for students to be able to concentrate, feel safe and be confident in order to be able to achieve their potential (Nel, 2005;Kajee, 2011).…”

“…Teachers should extend their personal knowledge of the learners' cultures so as to avoid (un-)intentionally overlooking or minimising contextual factors of race and culture. On a whole-school level, it is important to raise awareness that minority learners are reluctant to seek assistance if they think their teachers do not understand or might not care about issues related to their race and culture (Mncube, 2009;Kajee, 2011).…”

Experiences of Turkish Children Learning English as a Second Language in South Africa: Collapsing Home-School Boundaries

“…Thus, despite the fact that these children lead lives outside the school which is full of meaningful literacy activities with their families such as story reading (Gregory and Williams, 2000), religious activities (Kajee, 2011) or recipes (Da Silva Iddings, 2009), schools and teachers are unable to realize this, as well as cultural conflicts in minority populations caused by this lack of congruence (Delgado-Gaitan, 1991: 24).…”