English as a barrier to learning for isiXhosa speaking foundation phase learners in the Western Cape

Abstract

This study focuses on the use of English as the Language of Learning and Teaching (LOLT) and its impact on the language development of English second language (ESL) IsiXhosa-speaking learners. Although there are a variety of approaches to second language acquisition (SLA), the findings of this study are understood in terms of Krashen's Monitor Model and Cummins's Developmental Interdependence Hypothesis framework. Key factors identified in the study include the language policy of the school, the language awareness of educators, the role of language attitudes in gaining literacy proficiency, and learning barriers that prevent isiXhosa-speaking foundation phase learners from performing academically. This study is a qualitative case study which includes educators, parents and learners as research participants. The purpose of the research is to establish whether, because isiXhosa-speaking foundation phase learners receive their education in a language other than their primary language, namely in English, they are confronted by learning barriers which prevent them from performing academically.