How language challenges affect the behaviour of immigrant learners in the foundation phase at three schools in Gauteng, South Africa

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dc.contributor.authorBabane, Vusiwana C.
dc.date.accessioned2022-05-23T12:27:15Z
dc.date.available2022-05-23T12:27:15Z
dc.date.issued2020
dc.description.abstractThe education of immigrant children is influenced by many factors that emanate from global socio-economic and political issues. In the South African education system, teachers do not have guidelines on how to include immigrant children from diverse linguistic and cultural backgrounds. The question that arose was ‘what effect does poor language proficiency have on immigrant learners’ psychosocial development?’This study focused on how language challenges experienced by immigrant children influence their relationships with themselves and others in the learning environment. The second objective was to find out how teachers are coping with immigrant learners.en_US
dc.identifier.citationBabane, V. C. (2020). How language challenges affect the behaviour of immigrant learners in the foundation phase at three schools in Gauteng, South Africa, South African Journal of Childhood Education, 10(1), a868. https://doi.org/10.4102/ sajce.v10i1.868en_US
dc.identifier.issn2223-7682
dc.identifier.urihttps://doi.org/10.4102/ sajce.v10i1.868
dc.identifier.urihttp://hdl.handle.net/10566/7447
dc.language.isoenen_US
dc.publisherAOSISen_US
dc.subjectIdentity formationen_US
dc.subjectProsocial behaviouren_US
dc.subjectBullyingen_US
dc.subjectPsychosocial well-beingen_US
dc.subjectSocial identityen_US
dc.titleHow language challenges affect the behaviour of immigrant learners in the foundation phase at three schools in Gauteng, South Africaen_US
dc.typeArticleen_US

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