Case study of isiXhosa-speaking foundation phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school

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dc.contributor.authorSalie, Maimona
dc.contributor.authorMoletsane, Mokgadi Elizabeth
dc.contributor.authorMukuna Kananga, Robert
dc.date.accessioned2022-05-30T07:48:46Z
dc.date.available2022-05-30T07:48:46Z
dc.date.issued2020
dc.description.abstractIn the study reported on here, we focused on the use of English as language of learning and teaching (LoLT) for isiXhosaspeaking Foundation Phase learners in a historically disadvantaged school in the Western Cape, South Africa. It was a qualitative case study within an interpretive research paradigm. We used focus groups and interviews for data collection and conducted thematic analysis for the qualitative findings. The participants were 12 Foundation Phase learners (6 females and 6 males aged 7–9 years), 8 female Foundation Phase teachers (aged 29–56 years) and 12 parents/caregivers (aged 29–57 years). The results from this study show that isiXhosa-speaking Foundation Phase learners growing up in historically disadvantaged areas and attending disadvantaged schools experience several barriers to learning. The barriers to learning investigated included exposure to isiXhosa as primary language, psychological-social barriers, English as language barrier to teaching and learning and a lack of parental involvement and support.en_US
dc.identifier.citationSalie, M. et al. (2020). Case study of isiXhosa-speaking foundation phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school. South African Journal of Education, 40(2), 1-9. https://dx.doi.org/10.15700/saje.v40n2a1455en_US
dc.identifier.issn2076-3433
dc.identifier.urihttp://dx.doi.org/10.15700/saje.v40n2a1455
dc.identifier.urihttp://hdl.handle.net/10566/7470
dc.language.isoenen_US
dc.publisherEducation Association of South Africa (EASA)en_US
dc.subjectFoundation phaseen_US
dc.subjectDisadvantaged schoolsen_US
dc.subjectisiXhosa-speaking learnersen_US
dc.subjectBarriers to learningen_US
dc.subjectEnglish languageen_US
dc.titleCase study of isiXhosa-speaking foundation phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape schoolen_US
dc.typeArticleen_US

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