'Hayi, they don’t know Xhosa’: Comparative isiXhosa teaching challenges in the Eastern Cape and Gauteng

Kaschula, Russell H; Kretzer, Michael M

Title: 'Hayi, they don’t know Xhosa’: Comparative isiXhosa teaching challenges in the Eastern Cape and Gauteng
Creator: Kaschula, Russell H
Creator: Kretzer, Michael M
Date Issued: 2019
Date: 2019
Type: text
Type: article
Identifier: http://hdl.handle.net/${Handle}
Identifier: vital:42499
Identifier: https://doi.org/10.1080/02572117.2019.1672318
Description: Language-in-education policy in South Africa is underpinned by the Constitution. The gap that this research addresses is the inconsistency of policy implementation and the actual teaching of isiXhosa in primary schools. It analyses the official and overt language policy and the (covert) language practices at schools. Semi-structured interviews were conducted with language teachers and principals. Data were also gathered from classroom observations and document analysis in the Eastern Cape and Gauteng. On the one hand, there are standard language policy documents that exist. These advocate for English as a language of learning and teaching and isiXhosa as a subject. On the other hand, the daily reality in classrooms partly reflects this policy implementation.
Format: 14 pages
Format: pdf
Language: English
Relation: South African Journal of African Languages
Relation: Kaschula, R.H. and Kretzer, M.M., 2019. ‘Hayi, they don’t know Xhosa’: Comparative isiXhosa teaching challenges in the Eastern Cape and Gauteng. South African Journal of African Languages, 39(3), pp.239-252
Relation: South African Journal of African Languages volume 39 number 3 239 252 November 2019 0257-2117
Rights: Publisher
Rights: Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)

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RU DST/NRF SARChI for Intellectualisation of African Languages, Multilingualism and Education

Kaschula, Russell H (Prof)

RU School of Languages and Literatures

SDG 04. Quality Education

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