'Hayi, they don’t know Xhosa’: Comparative isiXhosa teaching challenges in the Eastern Cape and Gauteng
- Kaschula, Russell H, Kretzer, Michael M
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/${Handle} , vital:42499 , https://doi.org/10.1080/02572117.2019.1672318
- Description: Language-in-education policy in South Africa is underpinned by the Constitution. The gap that this research addresses is the inconsistency of policy implementation and the actual teaching of isiXhosa in primary schools. It analyses the official and overt language policy and the (covert) language practices at schools. Semi-structured interviews were conducted with language teachers and principals. Data were also gathered from classroom observations and document analysis in the Eastern Cape and Gauteng. On the one hand, there are standard language policy documents that exist. These advocate for English as a language of learning and teaching and isiXhosa as a subject. On the other hand, the daily reality in classrooms partly reflects this policy implementation.
- Full Text:
- Date Issued: 2019
- Authors: Kaschula, Russell H , Kretzer, Michael M
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/${Handle} , vital:42499 , https://doi.org/10.1080/02572117.2019.1672318
- Description: Language-in-education policy in South Africa is underpinned by the Constitution. The gap that this research addresses is the inconsistency of policy implementation and the actual teaching of isiXhosa in primary schools. It analyses the official and overt language policy and the (covert) language practices at schools. Semi-structured interviews were conducted with language teachers and principals. Data were also gathered from classroom observations and document analysis in the Eastern Cape and Gauteng. On the one hand, there are standard language policy documents that exist. These advocate for English as a language of learning and teaching and isiXhosa as a subject. On the other hand, the daily reality in classrooms partly reflects this policy implementation.
- Full Text:
- Date Issued: 2019
A case for the adoption of Swahili as a language of early school literacy instruction in Ekegusii-speaking areas of western Kenya:
- Mose, Peter, Kaschula, Russell H
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174645 , vital:42497 , https://www.njas.fi/njas/article/view/433
- Description: Swahili, a national and official language in Kenya, is in wide use in the country as an inter-ethnic medium of communication and, generally, as a lingua franca. The operative language policy for lower primary–up to grade three–provides for the use of languages of the catchment as languages of instruction. The languages of the catchment refer to the more than 42 indigenous languages spoken in the country. The purpose of this study was to determine and discuss institutional and extra-institutional factors that might favour adoption of Swahili as the best medium–in the current sociolinguistic realities–in the ‘language-of-the-catchment-based’ literacy learning in Ekegusii-speaking areas of western Kenya. Data were obtained through classroom observations, teacher and church leaders’ interviews, observation and analysis of language trends at church worship services, and critical literature review.
- Full Text:
- Date Issued: 2019
- Authors: Mose, Peter , Kaschula, Russell H
- Date: 2019
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/174645 , vital:42497 , https://www.njas.fi/njas/article/view/433
- Description: Swahili, a national and official language in Kenya, is in wide use in the country as an inter-ethnic medium of communication and, generally, as a lingua franca. The operative language policy for lower primary–up to grade three–provides for the use of languages of the catchment as languages of instruction. The languages of the catchment refer to the more than 42 indigenous languages spoken in the country. The purpose of this study was to determine and discuss institutional and extra-institutional factors that might favour adoption of Swahili as the best medium–in the current sociolinguistic realities–in the ‘language-of-the-catchment-based’ literacy learning in Ekegusii-speaking areas of western Kenya. Data were obtained through classroom observations, teacher and church leaders’ interviews, observation and analysis of language trends at church worship services, and critical literature review.
- Full Text:
- Date Issued: 2019
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