In the study reported on here, we focused on the use of English as language of learning and teaching (LoLT) for isiXhosa-speaking Foundation Phase learners in a historically disadvantaged school in the Western Cape, South Africa. It was a qualitative case study within an interpretive research paradigm. We used focus groups and interviews for data collection and conducted thematic analysis for the qualitative findings. The participants were 12 Foundation Phase learners (6 females and 6 males aged 7–9 years), 8 female Foundation Phase teachers (aged 29–56 years) and 12 parents/caregivers (aged 29–57 years). The results from this study show that isiXhosa-speaking Foundation Phase learners growing up in historically disadvantaged areas and attending disadvantaged schools experience several barriers to learning. The barriers to learning investigated included exposure to isiXhosa as primary language, psychological-social barriers, English as language barrier to teaching and learning and a lack of parental involvement and support. Keywords: barriers to learning; English as language of learning and teaching; Foundation Phase; historically disadvantaged schools; inclusive education; isiXhosa-speaking learners

中文翻译：

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伊西科萨语基础阶段学习者的案例研究，他们在英语中等的弱势西开普学校遇到学习障碍

在此处报告的研究中，我们专注于在南非西开普省一所历史上处于不利地位的学校中，将英语作为学习和教学语言 (LoLT) 的使用，用于讲伊科萨语的基础阶段学习者。这是一个解释性研究范式中的定性案例研究。我们使用焦点小组和访谈来收集数据，并对定性结果进行专题分析。参与者是 12 名基础阶段学习者（6 名女性和 6 名男性，年龄在 7-9 岁之间）、8 名女性基础阶段教师（年龄在 29-56 岁）和 12 名家长/照顾者（年龄在 29-57 岁）。这项研究的结果表明，在历史贫困地区长大并就读于贫困学校的讲伊科萨语基础阶段的学习者会遇到一些学习障碍。所调查的学习障碍包括接触伊科萨语作为主要语言、心理社会障碍、英语作为教学和学习的语言障碍以及缺乏父母的参与和支持。关键词：学习障碍；英语作为学习和教学的语言；基础阶段；历史上处于不利地位的学校；全纳教育；伊西科萨语学习者