Language dynamics in Grade 9 multilingual classrooms of ex-model C high schools in the Gauteng West District.
Date
2012-02-24
Authors
Maphanga, Dumisani Simon
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Abstract
The abolishment of apartheid in the early 1990s has led to a consistent influx of black learners from township schools into Ex-Model C schools (former white schools) in search of better education (Gee, 1995; Doe, 1996). Most of the learners have little or insufficient command of the English language (Adler, 2001). This is because in their previous schools they were taught mainly in their mother tongues or African languages and partly in English (SASA, 1996).
Consequently, the language-in-education policy advocated the use of African languages so that these once marginalized languages could assist learners to access academic knowledge, including Mathematics (Doe, 1996). In theory, the implementation of the language-in-education policy leads to the equitable promotion of all of South Africa’s eleven official languages. According to SASA, it is the learners’ constitutional right to be taught in their preferred language (SASA, 1996).
The research aims of this study were structured around language challenges, diversities and dynamics that prevail in Ex-Model C Schools for the ESL learners. For instance, some learners might not even speak English at their homes, but have to learn and apply mathematical English concepts. In this report I present evidence gathered from the parents, learners, classroom observations and educators pertaining to these issues. Three Ex-Model C Schools were selected. Parents of all three schools completed a questionnaire as did learners in 3 Mathematics classes at these schools. Three learners from each participating school were interviewed. Three educators from these schools were also interviewed. Classroom observations were undertaken and videotaped and transcripts were made for analysis.
One of the major findings that was made in this research concerned the teaching methods that educators could use for ESL learners who had a weak command of English. These included systematic repetition and persistent probing trough the use of proper English coupled with the insertion of vernacular phrases to elucidate the intended meaning.