Teaching Literacy in Linguistically Diverse Foundation Phase Classrooms: Challenges for Teacher and Learners
Résumé
This study is about challenges that distress Foundation Phase teachers and learners in classrooms where learners speak different home languages in townships around the Nylstroom circuit of the Limpopo province of South Africa. This diversity is mainly caused by families who migrate from various rural settlements to seek jobs around urban areas, causing such learners to be subjected to being taught in languages that are not their home language. Moreover, the article aims to warrant that the Department of Basic Education and district offices make a provision for this changing situation to accommodate the affected learners. The FP language policy mandates the teaching of learners in their home language which places educators and learners in a challenging position due to their poor performance. Qualitative research methodology was used, and data was collected from 4 primary schools by means of interviews. The findings of the study revealed that both educators and learners do struggle; however, the learners usually improve as the year progresses. The researchers read a number of articles to get a more complete picture of the policy that would include people who speak other languages in schools where other students are being unfairly treated in high school classes in the Foundation Phase.
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