Teaching and learning strategies to support isiXhosa learners who receive education in a second/third language

Abstract

This research study was aimed at exploring and describing the teaching and learning strategies for language support to isiXhosa speaking learners in Grade One. There are a number of challenges related to teaching in a multi-linguistic classroom. This study highlights some of the current challenges experienced in the Metro East Education District of the Western Cape. In an attempt to resolve these problems, guidelines were given for effective dissemination strategies to support second/third language speaking learners. A gap in the literature on descriptions of current support provided to learners within the theoretical framework of the ecological systems theory was identified. This research therefore intends to fill this gap in the literature. Support to IsiXhosa learners who receive education in a second/third language in the South African context is especially unclear. A qualitative research approach supported by the exploratory, descriptive and contextual research designs was employed. The sample was selected from Grade One teachers from schools in different socio-economic areas in the Western Cape who provided education to IsiXhosa learners who receive education in a second/third language. Data was collected through semi-structured interviews. The findings provide a clear description of the challenges experienced by the learner and the teacher, current strategies that are employed by teachers, as well as resources and support utilised by teachers. Conclusions were made in terms of the ecological systems theory. Based on the findings, a number of recommendations were made regarding teaching and learning strategies for language support to Grade One IsiXhosa learners who receive education in a second/third language.