Review Article
Year 2025,
Volume: 9 Issue: 20, 232 - 239, 21.07.2025
Abstract
References
- Aprianto, A., Ritonga, M., Marlius, Y., & Nusyur, R. (2020). The iInfluence of using audio-lingual method on students’ speaking skill in Madrasah Diniyah Takmiliyah Awwaliyyah. Journal of Arabic Language Teaching, Linguistic and Literature, 3(2), 147-160.
- Arasomwan, D. A., & Mashiya, N. (2021). Foundation phase pre-service teachers' experiences of teaching life skills during teaching practice. South African Journal of Childhood Education, 11(1), 1-10.
- Botha, M. (2022). Home language and language of learning and teaching dichotomy: language support for foundation phase learners (Doctoral dissertation, Stellenbosch: Stellenbosch University).
- Calafato, R. (2020). Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education, 55(4), 602-617.
- Calitz, J. R., & Wright, J. G. (2021). Statistics of utility-scale power generation in South Africa in 2020.
- Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185209.
- Creswell, J. W. (2014). Research design. Qualitative, quantitative and mixed methods approach (4th ed). SAGE.
- Department of Basic Education (DBE), 2011. Curriculum and assessment policy statement (CAPS). Government Printers.
- Dhungana, P., Luitel, B. C., Gjøtterud, S., & Wagle, S. K. (2021). Context-responsive approaches of/for teachers’ professional development: A participatory framework. Journal of Participatory Research Methods, 2(1).
- Dlamini, A. M. (2022). Management of school infrastructure in informal settlements around Soweto (Master’s thesis), University of Pretoria (South Africa).
- Evans, S. D., & Loomis, C. (2009). Organizational and community change. Critical psychology: An introduction, 373-390.
- Holtug, N. (2021). The politics of social cohesion: Immigration, community, and justice. Oxford University Press.
- Horgan, D., Martin, S., O’Riordan, J., & Maier, R. (2022). Supporting languages: The socio-educational integration of migrant and refugee children and young people. Children & Society, 36(3), 369-385.
- Jeffery, J. V., & Van Beuningen, C. (2020). Language education in the EU and the US: Paradoxes and parallels. Prospects, 48(3), 175-191.
- Joubert, K. (2023). Supporting foundation phase teachers at rural schools to improve teaching skills in mathematics: A PALAR approach (Doctoral dissertation, North-West University, South Africa).
- Kavanagh, A. M., Waldron, F., & Mallon, B. (Eds.). (2021). Teaching for social justice and sustainable development across the primary curriculum (pp. 1-17). Routledge.
- Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.
- Language in Education Policy. LiEP. (1997). Department of basis education, South Africa.
- Lave, J. (2021). The culture of acquisition and the practice of understanding 1. In Situated cognition (pp. 17-35). Routledge.
- Nation, P. (2021). Is it worth teaching vocabulary? TESOL Journal, 12(4), e564.
- Nemeth, K. N. (2021). Educating young children with diverse languages and cultures. Routledge.
- Qhobosheane, M. E., & Phindane, P. (2022). Speaking in a language versus speaking a language in communicative competence attainment. In Proceedings of the International Conference on Education and New Developments (Vol. 1).
- Reynolds, K. M., Dikilitas, K., & Close, S. (2021). Introduction to TESOL: Becoming a language teaching professional. John Wiley & Sons.
- Senkoro, F. E. M. K. (2022). The language question and the choice of Africa’s lingua Franca: Is Kiswahili the most likely candidate? Nuru ya Kiswahili, 1(1).
- Shulman, L. S. (1987). Assessment for teaching: An initiative for the profession. The Phi Delta Kappan, 69(1), 38-44.
- Snyder, S., & Fenner, D. S. (2021). Culturally responsive teaching for multilingual learners: Tools for equity. Corwin.
- Steyn, G. M. (2002). The changing principalship in South African schools. Educare, 31(1_2), 251-274.
- Suárez Fernández, N., Fernández Alba, M. E., Regueiro, B., Rosário, P., Xu, J., & Núñez Pérez, J. C. (2022). Parental involvement in homework during Covid-19 confinement. Psicothema.
- Szelei, N., Tinoca, L., & Pinho, A. S. (2020). Professional development for cultural diversity: The challenges of teacher learning in context. Professional Development in Education, 46(5), 780-796
- Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269.
Teaching Literacy in Linguistically Diverse Foundation Phase Classrooms: Challenges for Teacher and Learners
Abstract
This study is about challenges that distress Foundation Phase teachers and learners in classrooms where learners speak different home languages in townships around the Nylstroom circuit of the Limpopo province of South Africa. This diversity is mainly caused by families who migrate from various rural settlements to seek jobs around urban areas, causing such learners to be subjected to being taught in languages that are not their home language. Moreover, the article aims to warrant that the Department of Basic Education and district offices make a provision for this changing situation to accommodate the affected learners. The FP language policy mandates the teaching of learners in their home language which places educators and learners in a challenging position due to their poor performance. Qualitative research methodology was used, and data was collected from 4 primary schools by means of interviews. The findings of the study revealed that both educators and learners do struggle; however, the learners usually improve as the year progresses. The researchers read a number of articles to get a more complete picture of the policy that would include people who speak other languages in schools where other students are being unfairly treated in high school classes in the Foundation Phase.
Ethical Statement
Ethics Committee Decision Due to the scope and method of the study, ethics committee permission was not required.
References
- Aprianto, A., Ritonga, M., Marlius, Y., & Nusyur, R. (2020). The iInfluence of using audio-lingual method on students’ speaking skill in Madrasah Diniyah Takmiliyah Awwaliyyah. Journal of Arabic Language Teaching, Linguistic and Literature, 3(2), 147-160.
- Arasomwan, D. A., & Mashiya, N. (2021). Foundation phase pre-service teachers' experiences of teaching life skills during teaching practice. South African Journal of Childhood Education, 11(1), 1-10.
- Botha, M. (2022). Home language and language of learning and teaching dichotomy: language support for foundation phase learners (Doctoral dissertation, Stellenbosch: Stellenbosch University).
- Calafato, R. (2020). Language teacher multilingualism in Norway and Russia: Identity and beliefs. European Journal of Education, 55(4), 602-617.
- Calitz, J. R., & Wright, J. G. (2021). Statistics of utility-scale power generation in South Africa in 2020.
- Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185209.
- Creswell, J. W. (2014). Research design. Qualitative, quantitative and mixed methods approach (4th ed). SAGE.
- Department of Basic Education (DBE), 2011. Curriculum and assessment policy statement (CAPS). Government Printers.
- Dhungana, P., Luitel, B. C., Gjøtterud, S., & Wagle, S. K. (2021). Context-responsive approaches of/for teachers’ professional development: A participatory framework. Journal of Participatory Research Methods, 2(1).
- Dlamini, A. M. (2022). Management of school infrastructure in informal settlements around Soweto (Master’s thesis), University of Pretoria (South Africa).
- Evans, S. D., & Loomis, C. (2009). Organizational and community change. Critical psychology: An introduction, 373-390.
- Holtug, N. (2021). The politics of social cohesion: Immigration, community, and justice. Oxford University Press.
- Horgan, D., Martin, S., O’Riordan, J., & Maier, R. (2022). Supporting languages: The socio-educational integration of migrant and refugee children and young people. Children & Society, 36(3), 369-385.
- Jeffery, J. V., & Van Beuningen, C. (2020). Language education in the EU and the US: Paradoxes and parallels. Prospects, 48(3), 175-191.
- Joubert, K. (2023). Supporting foundation phase teachers at rural schools to improve teaching skills in mathematics: A PALAR approach (Doctoral dissertation, North-West University, South Africa).
- Kavanagh, A. M., Waldron, F., & Mallon, B. (Eds.). (2021). Teaching for social justice and sustainable development across the primary curriculum (pp. 1-17). Routledge.
- Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.
- Language in Education Policy. LiEP. (1997). Department of basis education, South Africa.
- Lave, J. (2021). The culture of acquisition and the practice of understanding 1. In Situated cognition (pp. 17-35). Routledge.
- Nation, P. (2021). Is it worth teaching vocabulary? TESOL Journal, 12(4), e564.
- Nemeth, K. N. (2021). Educating young children with diverse languages and cultures. Routledge.
- Qhobosheane, M. E., & Phindane, P. (2022). Speaking in a language versus speaking a language in communicative competence attainment. In Proceedings of the International Conference on Education and New Developments (Vol. 1).
- Reynolds, K. M., Dikilitas, K., & Close, S. (2021). Introduction to TESOL: Becoming a language teaching professional. John Wiley & Sons.
- Senkoro, F. E. M. K. (2022). The language question and the choice of Africa’s lingua Franca: Is Kiswahili the most likely candidate? Nuru ya Kiswahili, 1(1).
- Shulman, L. S. (1987). Assessment for teaching: An initiative for the profession. The Phi Delta Kappan, 69(1), 38-44.
- Snyder, S., & Fenner, D. S. (2021). Culturally responsive teaching for multilingual learners: Tools for equity. Corwin.
- Steyn, G. M. (2002). The changing principalship in South African schools. Educare, 31(1_2), 251-274.
- Suárez Fernández, N., Fernández Alba, M. E., Regueiro, B., Rosário, P., Xu, J., & Núñez Pérez, J. C. (2022). Parental involvement in homework during Covid-19 confinement. Psicothema.
- Szelei, N., Tinoca, L., & Pinho, A. S. (2020). Professional development for cultural diversity: The challenges of teacher learning in context. Professional Development in Education, 46(5), 780-796
- Yeager, D. S., & Dweck, C. S. (2020). What can be learned from growth mindset controversies? American Psychologist, 75(9), 1269.
There are 30 citations in total.
Details
| Primary Language | English |
|---|---|
| Subjects | Readiness in Education |
| Journal Section | Review Article |
| Authors | |
| Early Pub Date | July 7, 2025 |
| Publication Date | July 21, 2025 |
| Submission Date | January 2, 2025 |
| Acceptance Date | July 5, 2025 |
| Published in Issue | Year 2025 Volume: 9 Issue: 20 |
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