Investigating the experiences of grade 8 English first additional language learners within an English home language classroom: a case study

Abader, Naadirah

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Abader, Naadirah. Nelson Mandela University; 2018. Investigating the experiences of grade 8 English first additional language learners within an English home language classroom: a case study.

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Please use this identifier to cite or link to this item: http://hdl.handle.net/10948/22662

Title: Investigating the experiences of grade 8 English first additional language learners within an English home language classroom: a case study
Creator: Abader, Naadirah
Subject: Language and languages -- Study and teaching -- South Africa -- Eastern Cape
Date: 2018
Publisher: Nelson Mandela University
Publisher: Faculty of Education
Description: Teaching English home language (EHL) to a classroom of learners who are predominantly from another mother tongue context is a complex process because of the challenges faced by the learners. They struggle to cope with the demands of the EHL classroom, especially when their mother tongue is not recognized within the classroom context, as they move between different linguistic spaces. Despite their diverse identities, English language teachers continue to apply the linguistic approach of English only. This study was aimed at investigating the ways in which the experiences of non-mother tongue speakers in the EHL classroom affect the identities of these learners. Through a qualitative approach using photovoice with learners an attempt was made to probe their experiences of bringing other languages into an English home language classroom. Participants included 33 Grade 8 learners and their four English teachers from Taah High School in Nelson Mandela Bay. The findings have implications for the way in which diverse linguistic learners are taught in an EHL classroom, as the space that caged and rendered learner participants voiceless because they are not allowed to draw on their mother tongue linguistic repertoires, were changed. Learners mentioned that their teachers do not acknowledge the identity that each of them brings to the classroom.

Identifier: http://hdl.handle.net/10948/22662
Identifier: vital:30050
Format: xix, 299 leaves
Format: pdf
Language: English
Rights: Nelson Mandela University
Type: Thesis
Type: Doctoral
Type: DEd
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