The Effects of First- and Second-Language Instruction in Rural South African Schools
Bibliographic Data
| ID | 12752102 |
|---|---|
| Authors | Misty Sailors (0000-0002-8918-6854, The University of Texas at Austin, corresponding author), James V Hoffman (0000-0002-2899-3978, The University of Texas at Austin), P David Pearson (0000-0002-5327-6305, University of California, Berkeley), S Natasha Beretvas (0000-0002-1020-4328, The University of Texas at Austin), BERTUS MATTHEE (Education Development Trust) |
| Year | 2010 |
| Volume | 33 |
| Issue | 1 |
| Pages | 21-41 |
| Publication date | 2010-04-29 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Bilingual Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 1523-5882 • E-ISSN: 1523-5890 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15235881003733241 |
| OpenAlex | W2104190964 |
| Language | EN |
| Citations received | 9 |
| References cited | 12 |
In this article, we report on the results of a project devoted to improving literacy in South Africa's rural schools; specifically we report the results of an intervention study that centered on improving mother-tongue literacy instruction offered to learners in Grades 1 and 2 in South African schools. Our findings demonstrate that there are positive and strong effects for the home-language initiative that was tested in this study. Our data suggest that there is a high level of value added to performance in both the home-language and English-language learning of the students in this study when a much more print-rich environment was provided in the home language. These findings challenge the deficit myth often associated with children who come to school with a first language different from the medium of instruction. Further, these data suggest that providing instruction in both first and second languages can have a positive impact on development in both languages
First language · Home language · Intervention (counseling · Languages of Africa · Linguistics · Literacy · Mathematics education · Medium of instruction · Mythology · Native-language instruction · Pedagogy · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · History · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Theory, policy, and practice
Impact of Literacy Interventions on Reading Skills in Low- and Middle-Income Countries
The Case of Chichewa and English in Malawi
The African Storybook, teachers’ resources, and pedagogical practices
School resources and the gender reading literacy gap in South African schools
Online training and financial incentives for teachers
Challenges for implementation in diverse settings
Transitioning learners from literacy instruction in local languages to English in Zambia
Supporting Change in Literacy Instruction in Malawi
Reading English in Multilingual South African Primary Schools
Codeswitching in the Multilingual English First Language Classroom
Learning through a familiar language versus learning through a foreign language—A look into some secondary school classrooms in Tanzania
Language policies and practices in Tanzania and South Africa
South African schools that promote literacy learning with students from low‐income communities
School Choice in South Africa
Multicultural Concerns of Educators in the Western Cape Province of South Africa
Language of instruction and student performance
The Potential of Book Floods for Raising Literacy Levels
Policy and experiment in mother tongue literacy in Nigeria
| Unique citing works | 9 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |