Submitted in fulfillment of the requirements for the degree Doctor Educationis in the Department of Educational Psychology and Special Education Faculty of Education
University of Zululand, South Africa, 2012. / The aim of this investigation was to determine learners’ attitudes towards language choice in secondary school. The focus was on secondary school learners attending schools where the medium of instruction is not in their mother tongue.
An introductory literature review was provided of mother tongue education versus English as medium of instruction. Advocates of mother tongue education argue that a child learns better and quicker through the mother tongue than through an unfamiliar linguistic medium and it is also an important means of identification among the members of the community to which the child belongs. However, black communities are generally opposed to instruction in their home language because they view the indigenous languages as low status languages and as barriers to their upward mobility in a world dominated by English. In the South African society English is associated with prestige as it is in many other countries.
An overview of the current language-in-education practices in South African high schools revealed that depending on which language is taught, as first language either English or Afrikaans is compulsory as a second language. English, as a first language and Afrikaans, which is their third or fourth language, as a second language. The problems experienced with second language instruction were discussed with reference to reading, writing, speaking and listening.
For the purpose of the empirical investigation, a self-structured interview was conducted with the educators. A quantitative descriptive analysis was undertaken of the completed questionnaires and a qualitative analysis of the interviews.
In conclusion a summary of the study and findings emanating from the literature and empirical investigation was presented. Based on these findings the following recommendations were made:
A school based language policy should be formulated in accordance with the national language-in-education policy but must also take into consideration the language needs of the learners in the school.
Indigenous languages must be developed and promoted by providing financial assistance and/or incentives for literature works and textbooks in the indigenous languages.
Educator training should include strategies to teach multilingual classes.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uzulu/oai:uzspace.unizulu.ac.za:10530/1069 |
| Date | January 2012 |
| Creators | Balan, Devasagren Madurai |
| Contributors | Vos, M.S. |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | application/pdf |
Page generated in 0.0027 seconds