"Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school"
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | Case study of isiXhosa-speaking Foundation Phase learners who experience barriers to learning in an English-medium disadvantaged Western Cape school |
| 2. | Creator | Author's name, affiliation, country | Maimona Salie; Department of Educational Psychology, University of the Western Cape, Bellville, South Africa |
| 2. | Creator | Author's name, affiliation, country | Mokgadi Moletsane; Department of Educational Psychology, University of the Western Cape, Bellville, South Africa; South Africa |
| 2. | Creator | Author's name, affiliation, country | Robert Kananga Mukuna; Department of Psychology of Education, School of Education Studies, University of the Free State, QwaQwa, South Africa |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | barriers to learning; English as language of learning and teaching; Foundation Phase; historically disadvantaged schools; inclusive education; isiXhosa-speaking learners |
| 4. | Description | Abstract | In the study reported on here, we focused on the use of English as language of learning and teaching (LoLT) for isiXhosa-speaking Foundation Phase learners in a historically disadvantaged school in the Western Cape, South Africa. It was a qualitative case study within an interpretive research paradigm. We used focus groups and interviews for data collection and conducted thematic analysis for the qualitative findings. The participants were 12 Foundation Phase learners (6 females and 6 males aged 7–9 years), 8 female Foundation Phase teachers (aged 29–56 years) and 12 parents/caregivers (aged 29–57 years). The results from this study show that isiXhosa-speaking Foundation Phase learners growing up in historically disadvantaged areas and attending disadvantaged schools experience several barriers to learning. The barriers to learning investigated included exposure to isiXhosa as primary language, psychological-social barriers, English as language barrier to teaching and learning and a lack of parental involvement and support. https://doi.org/10.15700/saje.v40n2a1455 ORCiD iDs of authors: Maimona Salie - https://orcid.org/0000-0002-9255-1664 Mokgadi Moletsane - https://orcid.org/0000-0002-8140-7536 Robert Kananga Mukuna - https://orcid.org/0000-0002-1157-7986 |
| 5. | Publisher | Organizing agency, location | Education Association of South Africa |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2020-06-01 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Universal Resource Indicator | https://www.sajournalofeducation.co.za/index.php/saje/article/view/1455 |
| 11. | Source | Journal/conference title; vol., no. (year) | SA Journal of Education; Vol 40, No 2 (2020) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions | If the article is accepted for publication, copyright of this article will be vested in the Education Association of South Africa. All articles published in this journal are licensed under the Creative Commons Attribution 4.0 International (CC BY 4.0) license, unless otherwise stated. |