Learner and teacher experiences and practices of using isiXhosa and English as languages of instruction in two grade four Natural Science classrooms in the Western Cape.
| dc.contributor.author | Ziegler, Rosetta | |
| dc.contributor.author | Desai, Zubeida | |
| dc.contributor.author | Nomlomo, Vuyokazi | |
| dc.date.accessioned | 2025-08-21T10:24:42Z | |
| dc.date.available | 2025-08-21T10:24:42Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | This study explores and analyses the experiences and practices of a Grade 4 teacher and her learners when they use English (their second language) and isiXhosa (their first language) respectively, as languages of instruction in two Natural Science classrooms. This study took place at a primary school in Khayelitsha, in the Western Cape. The school, which I named Bongolethu Primary, was also a participant in the Language of Instruction in Tanzania and South Africa (LOITASA) project. Grade 4, which is the start of the Intermediate Phase (Grades 4 to 6), is a particularly important focus in this study as it is at this critical stage that learners switch from learning through isiXhosa to learning all their content subjects in English. The assumption underpinning this study is that language is central to learning and that meaningful learning can take place more easily in a language that one knows best. Khayelitsha is predominantly an isiXhosa-speaking community and isiXhosa is the main language of the participants in this study. It is argued, against the background of constitutional and Language in Education Policy provisions, that the relevance of teaching and learning in English, in a context where the language of learners and teachers is isiXhosa, is questionable. Given the single research site and the importance of participant perspectives and voices in this study, a qualitative case study design was used. Methods used to generate data, with the aim of thick description, included classroom observations, teacher and learner interviews, diary entries and free-writes. Data was analysed from an interpretive perspective and drew on a theoretical framework that included theories on globalisation, constructivism and bilingual education to enhance my analytical "lenses" in making sense of the data. This study concludes that the use of English as LOI for teaching and learning of Natural Science results in experiences and practices that are disabling, disempowering and does not result in knowledge construction on the part of learners. The use of isiXhosa as LOI for teaching and learning of Natural Science in this particular context, contributes to a teaching and learning situation where learners are comfortable and confident to use their own language for learning with positive results. The study further highlights that, science teachers need to be experts in their discipline, use appropriate learner-centred pedagogy and have sound pedagogical content knowledge in order to improve the quality of the science learning experience for learners. | |
| dc.description.sponsorship | N/A | |
| dc.identifier.citation | N/A | |
| dc.identifier.issn | N/A | |
| dc.identifier.uri | https://hdl.handle.net/10566/20790 | |
| dc.language.iso | en | |
| dc.publisher | University of the Western Cape | |
| dc.relation.ispartofseries | N/A; N/A | |
| dc.subject | Language of instruction | |
| dc.subject | Mother tongue | |
| dc.subject | Intermediate Phase | |
| dc.subject | Pedagogical content knowledge | |
| dc.subject | Science literacy | |
| dc.subject | Constructivism | |
| dc.subject | Globalisation | |
| dc.title | Learner and teacher experiences and practices of using isiXhosa and English as languages of instruction in two grade four Natural Science classrooms in the Western Cape. | |
| dc.type | Thesis |