Abstract:
We investigated strategies employed by teachers in supporting non-isiXhosa speaking primary school learners in
South Africa’s Mthatha district. IsiXhosa is the language of learning and teaching (LOLT) in the schools. This
qualitative study adopted a case study design. Data were collected from seven purposively sampled teachers
using face-to-face tape recorded interviews. Data were thematically analysed. Results revealed that teachers
employed the generic teaching strategies mainly grouping and code-switching. Barriers militating against
effective learning and teaching included: using isiXhosa, learner absenteeism and indiscipline, and limited
parental involvement. We implore teachers to use multi-pronged teaching strategies in linguistically diverse
classrooms alongside implementing the national language policy.
