Language learning and teaching in South African primary schools
Bibliographic Data
| ID | 11437759 |
|---|---|
| Authors | Rosemary Wildsmith-Cromarty (0000-0002-1770-6873, North-West University, corresponding author), Robert J Balfour (0000-0001-9119-6886, North-West University) |
| Year | 2019 |
| Volume | 52 |
| Issue | 3 |
| Pages | 296-317 |
| Publication date | 2019-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0261-4448 • E-ISSN: 1475-3049 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0261444819000181 |
| OpenAlex | W2966053014 |
| Language | EN |
| Citations received | 20 |
| References cited | 45 |
South Africa's history of segregation and the privileging of English and Afrikaans as the only languages of teaching and learning beyond primary schooling, make the post-apartheid period a complex one, especially in light of the Constitutional commitment to multilingualism in the 11 official languages. Research on literacy and language teaching contextualises the impact of curriculum and language policy initiatives aimed at improving learner performance. We review research concerning the transition from the study of first additional language (FAL) as subject, to the use of FAL as the language of learning and teaching (LoLT). Also considered are major studies on learner performance nationally and South Africa's comparability globally. The impact of home language (HL) literacy development on performance in English as the LoLT links to research on language development in teacher education programmes, and shows connections between the capacity of teachers to develop languages for literacy and LoLT and learner success. Research on the development of early childhood literacy in the HL demonstrates the positive impact on literacy development in the LoLT
Comparability · Curriculum · Language policy · Literacy · Mathematics education · Multilingualism · Pedagogy · Political science · Sociology · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Implications of using English as a language of Learning and Teaching
Exploring language barriers in teaching Setswana Home Language in Multicultural classrooms
Impact of Code-Switching in Learning and Teaching of Mathematics
(Hidden) potentials for African languages in curriculum reforms
Creating multilingual spaces through arts-based methods in foundation phase classrooms
Teaching for autonomy
Bridging Language Challenges in Technology Teacher Education
Translanguaging as an effective pedagogical tool for teaching English second language short stories in selected township high schools
Exploring the readability of Sesotho Grade 12 examination texts using English readability metrics
Umphumela wokufundiswa koLimi lokuQala loKwengeza kubafundi abasincele ebeleni isiZulu
The Decolonisation of African Languages
Enabling social approaches for contextualised learning at primary schools
The voice of a group of teachers in full-service schools in South Africa
Foundation phase pre-service teachers’ experiences of teaching life skills during teaching practice
South African Englishes
Linguistic inequality and access to education
A multilingual pedagogies initiative in higher education
Enhancing visibility of local African languages in South Africa through learning to read
Scaffolding understanding of disciplinary concepts using African Languages in Higher Education
Investigating the opportunities and challenges for African languages in public spaces
Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections
The Cambridge Handbook of Linguistic Multi-Competence
Translanguaging
Pedagogical translanguaging
Moving out of linguistic boxes
PIRLS 2021 International Results in Reading
Incomplete Journeys
Ubuntu translanguaging
‘Smuggling the vernacular into the classroom’
The status of isiZulu second-language learning in UKZN, with particular reference to the case against Durban High School (2OO8)
Into the cauldron
Reading Bernstein, Researching Bernstein
Disinventing and Reconstituting Languages
Learning to write, reading to learn
English-Plus Multilingualism as the New Linguistic Capital? Implications of University Students’ Attitudes Towards Languages of Instruction in a Multilingual Environment
Learning through the medium of English in multilingual South Africa
Linguistic ideologies in multilingual South African suburban schools
Disinventing and (Re)Constituting Languages
| Unique citing works | 20 |
|---|---|
| Citations per year | 3.33 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 20 |