Developing the academic literacy of isiXhosa-speaking learners in an Afrikaans-medium school in the Intermediate Phase

dc.contributor.advisorProbyn, Margie
dc.contributor.authorFortuin, Eloise
dc.date.accessioned2018-06-19T11:03:40Z
dc.date.accessioned2024-04-17T09:46:09Z
dc.date.available2018-08-31T22:10:06Z
dc.date.available2024-04-17T09:46:09Z
dc.date.issued2016
dc.descriptionMagister Educationis - MEd (Language Education)
dc.description.abstractSouth Africa in its multilingual state presents many challenges for teachers to achieve the task of developing learners? academic literacy. Many learners in South Africa either do not have the privilege or access to mother tongue instruction. Thus, in some instances, teachers are faced with the challenge of having to instruct a minority of isiXhosa speaking learners whose mother tongue is different from the Language of Learning and Teaching (LoLT) of the school and the majority of the class. There have been numerous studies that investigate what strategies teachers can use when they share the MT of the learners, such as the use of code-switching This study looks at teachers who are Afrikaans-speaking and teach in an Afrikaans-medium school, and how they develop the academic literacy of a minority of isiXhosa-speaking learners in Grade 4.
dc.identifier.urihttps://hdl.handle.net/10566/11129
dc.language.isoen
dc.publisherUniversity of Western Cape
dc.rights.holderUniversity of the Western Cape
dc.titleDeveloping the academic literacy of isiXhosa-speaking learners in an Afrikaans-medium school in the Intermediate Phase

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