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Learning in Mother Tongue: Language Preferences in South Africa

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dc.contributor.author Phindane, Pule
dc.date.accessioned 2018-08-08T08:12:20Z
dc.date.available 2018-08-08T08:12:20Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/11462/1469
dc.description Published Article en_US
dc.description.abstract This study is based on the findings conducted to investigate children and parents’ preferences of language of learning and teaching in grades 1 – 3. This study is a survey in which interviews and questionnaires were used to gather data from pupils, parents, school heads, Foundation Phase teachers and teachers in Early Childhood Development Centres (ECDs). The sample consisted of fifty learners, forty parents, thirty school heads, hundred and fifty Foundation Phase teachers and twenty ECDs. Respondents were purposively selected from metropolitan, township and rural schools in Motheo district in Free State province in South Africa. The findings were that learners and parents preferred English as the language of instruction at Foundation Phase. It is recommended that there is a need for attitude change and thus a serious campaign for all stakeholders to appreciate the role played by the mother tongue in the early years of schooling. en_US
dc.format.extent 38 710 bytes1 file
dc.format.mimetype Application/PDF
dc.language.iso en_US en_US
dc.publisher International Journal of Educational Sciences en_US
dc.relation.ispartofseries Volume 11;Issue 1
dc.subject Bilingualism en_US
dc.subject Home Language en_US
dc.subject Monolingualism en_US
dc.subject Perceptions en_US
dc.subject Attitudes en_US
dc.title Learning in Mother Tongue: Language Preferences in South Africa en_US
dc.type Article en_US

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