The Relationship Between First Language and Culture in Learning and Teaching Siswati as a First Language (original) (raw)
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Pedagogical Practices in Teaching SiSwati as a First Language in Diverse Linguistic Settings
Journal of Languages and Language Teaching
This article reports on pedagogical practices in teaching SiSwati as a first language (SL1) in diverse linguistic settings of Eswatini. In response to educational research indicating the vital role played by a learner’s first language in learning, the Eswatini government embarked on an exercise of decolonising the curriculum in 2011 by using SiSwati as the medium of instruction and learning in the foundation and middle phases and a core subject throughout primary and senior secondary school. However, arguably, research on African language pedagogy is scanty, let alone teaching of SiSwati, as the little available research has been on issues of policy, thus leaving a knowledge gap on the pedagogy in SiSwati first language (SL1). Therefore, the purpose of this study is to explore pedagogical practices that are used in the SL1 class in compliance with the policy, which provides for SiSwati to be a compulsory subject and a vehicle for teaching and learning in early primary schools.. This...
Think India
Classroom instructors have a task to choose the most appropriate strategies for effective teaching to enhance student achievement. The study sought to establish factors that influence classroom instructors to select suitable instructional strategies to use for teaching SiSwati as a first language in primary schools in Eswatini. The study adopted an interpretive paradigm where a qualitative research approach and a multiple case study were used. Schools and teachers were purposively sampled. The study used face to face interviews as a primary research instrument, document analysis and observations supplemented the interviews. Thematic analysis was used to analyse data. The findings of the study revealed that learners who were highly and responsive to instruction easily comprehend when taught in a variety of complex ways. The study revealed that once learners perform well, teachers used routine instructional methods. The study concluded that most teachers struggle in selecting appro...
International Journal of Arts Humanities and Social Sciences Studies, 2022
Entrenching the mother tongue siSwati in the education system of the Kingdom of Eswatini has become a concern over the past years. Finally, to fulfil the socio-linguistic needs of learners in the Kingdom of Eswatini, with all efforts exhausted in the senior level of schooling, the mother tongue siSwati is taught both as a first and second language. The major objective of the descriptive study was to compare the syllabus for EGCSE siSwati as L1 and L2 using content analysis in terms of the objectives, assessment strategies and teaching resources. Information from the content analysis revealed that both EGCSE siSwati L1 and L2 curricula are skills-based and learner-centred with L2 getting more into technology. However, the skills assessed in L1 are soft whilst, those assessed in L2 are visible and practical. Additionally, both L1 and L2 demand physical and electronic resources. The two curricula differ in terms of the content, objectives and assessment strategies. Significantly, the content for EGCSE siSwati L2 does not have the modern literature and culture as well as grammar components; the assessment objectives for L1 integrate language, literature and culture whilst L2 objectives are an integration of the practical receptive and productive language skills. Whilst, there are prescribed texts for L1, there are no prescribed texts for L2. The assessment for L1 is standardised and traditional whilst for L2, it is the alternative assessment. In conclusion, L1 is more of a knowing curriculum whilst, L2 is more of a doing curriculum. The study recommends that teaching and learning of L2 should offer a great opportunity for the inclusion of ICT in the teaching of siSwati and the need to improve the use of alternative assessment.
International Journal of Research, 2020
This paper sought to establish teachers’ perceptions on the use of the mother tongue as a medium of instruction in the lower grade levels of primary school, grade 1-4. The paper adopted a qualitative approach where a case study research design was utilized. Data were collected from eight (8) grade 1-4 teachers in one primary school in the Manzini region of the Kingdom of Eswatini. The school was randomly selected and purposive sampling was used to select the teachers who participated. One on one interviews and questionnaires containing open- ended questions were used to collect data from the sampled teachers. The paper was based on the following research questions: what are teachers’ perceptions of using the mother tongue as a medium of instruction in the lower grade levels of primary school? How is teaching and learning affected by the use of the mother tongue as a medium of instruction in the lower grade levels of primary school? Data were analysed using thematic content analysis....
The use of English as the language of learning and teaching to grade 1 isiZulu-speaking learners
2019
The decision by some public primary schools situated in the King Cetshwayo District, in KwaZulu Natal, South Africa, to use English as language of learning and teaching (LoLT) in teaching isiZulu-speaking learners in Grade 1 classrooms, is a matter of concern. English is not the learners' home language and the practice is also against the policy of the Department of Basic Education. In considering the recommendation by the South African Constitution, Acts and language policies of the country, it is expected to see all Foundation Phase (Grade R-3) learners being taught in their home language. The aim of this study was to explore the use of English as LoLT in teaching Grade 1 isiZulu-speaking learners. The interpretivist/constructivist paradigm underpinned the study as did the Language Acquisition Theory proposed by Skinner and Teacher Efficacy Theory by Bandura. This study adopted a qualitative multiple-case study as it aimed to explore the use of English as the LoLT in teaching Grade 1 isiZulu-speaking learners. One-on-one, semi-structured interviews, observations and document analysis were used as data collection instruments. A purposive sampling of six Grade x baqonde. Kwatholakala ukuthi abanye othisha bazithola bexakekile lapho besebenzisa isiNgisi njengolimi lokufunda nokufundisa (LoLT) ngenxa yokungatholi ukulekelelwa okufanele kanye nokusekwa amathimba okuphatha izikole (SMTs). Kunconywa ukuthi uMnyango Wezemfundo wesifundazwe, ngaphansi kobuholi beLungu loMkhandlu oPhethe (MEC), ubuyekeze inqubomgomo yolimi, ubuye unikeze izikole inqubo ecacile ukuqinisekisa ukuthi izikole zikhetha ulimi lokufunda nokufundisa ngendlela okuyi yona yona. Kuyanconywa futhi ukuthi amathimba aphethe izikole ahlinzeke ngezinhlelo ezinhle zokulekelela othisa, ikakhulukazi othisha abasha esikoleni lapho isiNgisi sisetshenziswa khona njengolimi lokufunda nokufundisa.
The Journal of Pan-African Studies, 2018
This study sought to explore the challenges faced by teachers and learners in the teaching and learning of the cultural aspects of the Ndebele language in Gwanda South District. The ethnographic research design was used in this study. Two schools, four Ndebele teachers, eight non-Ndebele teachers, the two heads of languages departments, forty learners from different ethnic groups all of which were purposively sampled. Data was collected through face to face interviews with teachers and heads of languages departments, focus group discussions with learners. Results revealed that teachers and learners encountered a lot of challenges in the teaching of Ndebele cultural aspects because teachers lacked deeper knowledge of the Ndebele language and culturally rich instructional media to conduct effective lessons such multicultural classrooms.
2018
It is believed that understanding the dynamics of classroom communication is essential because how students learn, talk and act in the classroom greatly influences what they learn. The current study therefore aimed at investigating the socio-cultural linguistic aspects influencing learner participation in the learning of English language in selected secondary schools in Kitui Central Sub-County. The study was prompted by the believe that since language is part of culture and learning takes place in a social environment, there is a need to study the socio-cultural linguistic aspects that influence the learning of English language. The objectives of this study were informed by Hymes (1972) Communicative Language Theory approach that promotes the idea that social and cultural knowledge are prerequisite for understanding and using linguistic forms. The researcher adopted a case study research design and purposive simple random sampling techniques was used to get a sample population of 1...
The impact of Siswati L1 on the acquisition of academic english by tertiary students in Swaziland
2014
Research has pointed to the influence of the first language (L1) in the acquisition of the second (L2). In this study I investigate the interface between siSwati as an L1 and the acquisition of Academic English by students of the tertiary institutions of Swaziland. I examine five theoretical frameworks which are germane to L2 acquisition – error analysis, interdependency, transfer, interlanguage and fossilization. I discuss how these frameworks can help explain the low levels of proficiency in Academic English among learners in tertiary institution in Swaziland. In my research I employ qualitative research methods – questionnaires with both students and lecturers on initial and subsequent encounters with reading and writing both in the L1 (siSwati) and the L2 (English) – as well as quantitative research methods including statistical analyses of demographic and biographic data. In addition, in order to gauge the impact of the L1 on the L2 I analyse written texts of first and final ye...
Pre-Service Teachers’ Interaction with Learners Using Their Mother Tongue in Linguistically Diverse Classes in Namibian Schools,, 2022
This article reports on a study conducted in five primary schools in Namibia during teaching and learning in the mother tongue classroom. The aim of this study was to investigate how 30 pre-service teachers used the learners' home language during their curriculum delivery. The study took place during lessons that included work-integrated learning (WIL) during which the pre-service teachers were assessed by the two lecturers as researchers. The study followed a qualitative approach where data were gathered from classroom observations and semi-structured interviews of pre-service teachers. The data were analysed thematically. This study was guided by Vygotsky's sociocultural theory of development which identifies language, society, and culture as the primary aspects of the development of a child. The social interactions that a child has with people living in a particular environment with particular languages strongly shapes the development of cognitive abilities in the child. The findings showed that pre-service teachers lacked sufficient competencies in the teaching of mother tongue literacy. Additionally, the classroom arrangement and teaching approaches that were used by the pre-service teachers were ineffective for learning. Furthermore, the learning materials and pedagogical practices were likely to inhibit successful learning. The implication of this is that the quality of education and learning was compromised. This paper recommends that preservice teachers should be equipped with skills to teach the mother tongue programme while using relevant and appropriate teaching strategies and learning resources to enhance mother tongue learning of the Oshindonga and Oshikwanyama dialects.