Strategy to improve a conversational isiXhosa module: Insights gained from 'out-of-class' experiences of Foundation phase English/Afrikaans students

Curriculum renewal in South African teacher education programmes has been a subject of debate in recent years. At the Nelson Mandela Metropolitan University, the renewal of the BEd Foundation phase programme pointed to a need to strengthen the teaching of isiXhosa to English/Afrikaans-speaking stude...

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Veröffentlicht in:South African Journal of African Languages Jg. 36; H. 2; S. 133 - 140
1. Verfasser: Mayaba, NN
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Pretoria Routledge 09.12.2016
Taylor & Francis Ltd
Schlagworte:
African languages
Afrikaans language
Classroom communication
Conversation
Curricula
Educational programs
Germanic languages
Language acquisition
Language teaching materials
Languages
Learning environment
Native language
Qualitative research
Renewal
Sociocultural factors
South African English
Student teacher relationship
Student teachers
Students
Teacher education
Teachers
Teaching
Tutoring
Xhosa language
ISSN:0257-2117, 2305-1159
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Zusammenfassung:Curriculum renewal in South African teacher education programmes has been a subject of debate in recent years. At the Nelson Mandela Metropolitan University, the renewal of the BEd Foundation phase programme pointed to a need to strengthen the teaching of isiXhosa to English/Afrikaans-speaking students in order to prepare them more effectively for their teaching tasks in multilingual contexts. In an attempt to enhance the students' acquisition of isiXhosa, lecturers required them to engage in out-of-class conversations with home language speakers of isiXhosa and to reflect on their experiences. A sociocultural perspective to second language acquisition and learning was used as a framework to understand their reflections. Qualitative analysis of written and oral reflections from six (n = 6) Foundation phase student teachers revealed how this activity motivated them to learn isiXhosa. Furthermore, they recognised the role of tutors in their interactions with isiXhosa speakers, and shared broader learning about their experiences. Insights drawn from findings indicate a need to create an interactive learning environment which allows for the use of multilingual strategies when teaching isiXhosa. This study has implications for teacher educators who teach African languages to non-mother tongue speakers of these languages and who intend to reconceptualise their conversational modules.
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ISSN:0257-2117
2305-1159
DOI:10.1080/02572117.2016.1252006