South Africa has eleven official languages. In this diverse context teaching is a complex issue. In the light of this statement, the aims of this study were to
• ascertain teachers’ perceptions of language diversity in multicultural primary schools in Gauteng;
• determine their views on the factors that impact on the acquisition of English as a second language; and
• make recommendations on how teachers can best be supported to teach multicultural classes.
The study adopted a quantitative approach. A questionnaire was used to gather data, which was completed by 60 teachers from three Gauteng primary schools. Significant conclusions include, that not all teachers are aware of the language policies. Most are in favour of English being taught from Grade one; believed the parents preferred their children to be educated in English, and were divided in their support of using mother tongue languages. Finally, recommendations were made, emanating from the study. / Educational Studies / M. Ed. (Socio-Education)
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:umkn-dsp01.int.unisa.ac.za:10500/9235 |
| Date | 11 1900 |
| Creators | Ramlall, Preleena |
| Contributors | Schulze, Salome |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Dissertation |
| Format | 1 online resource (x, 116 leaves) : ill. (some col.) |
| Rights | University of South Africa |
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