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Foundation Phase teachers’ experiences with instruction in the mother tongue in the Eastern Cape
South African Journal of Childhood Education Pub Date : 2019-11-25 , DOI: 10.4102/sajce.v9i1.658
Madoda Cekiso , Thenjiwe Meyiwa , Mashudu Mashige

Background: The perception that educating learners using their mother tongue contributes positively to educational and learning outcomes is well documented. Aim: 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-on-one 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.

中文翻译:

基础阶段的教师在东开普省进行母语教学的经验

背景:有充分的证据证明,使用母语教育学习者对教育和学习成果有积极贡献。目的:本研究探讨了在教学基础阶段(FP)学习者中使用母语的好处。具体而言,该研究着重于对isiXhosa(南非的一种土著语言)教师的经历进行检查,并解释了在FP的教学中使用isiXhosa的效果(1-3年级)。地点:该研究是在东开普省的三所乡村学校中进行的。方法:本研究采用定性方法,并遵循个案研究设计。样本包括有意从三所公立学校中选出的九名计划生育教师(一男一女八)。从每所学校中选出三名FP老师,并使用一对一访谈的方式收集数据。对收集到的数据进行了主题分析。结果:这项研究表明,大多数FP老师都没有接受过以isiXhosa为授课语言进行授课的培训。这项研究还表明,由于缺乏与数学和生活技能概念相匹配的词汇,教师在使用isiXhosa作为媒介进行数学和生活技能教学时遇到了许多困难。结论:作者建议,教师培训机构应为FP老师提供足够和相关的专业培训,以便他们可以在isiXhosa中进行最佳教学。作者还建议在isiXhosa中提供所有教科书,读者,教育媒体,学习指南和相关文献。
更新日期:2019-11-25
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