Home dialect: A deficit towards enhanced additional language learning

Authors

  • Bulelwa Makena Lecturer, Faculty of Education, Walter Sisulu University, Butterworth Campus, South Africa https://orcid.org/0000-0001-7340-3001
  • Nomasomi Hilda Matiso Lecturer, Faculty of Educational Sciences, Walter Sisulu University, Mthatha Campus, South Africa

DOI:

https://doi.org/10.20525/ijrbs.v11i8.2033

Keywords:

Language Divide, Foundation Phase, Proficiency, Medium of Instruction, Home Language.

Abstract

This paper aims to investigate whether home language teaching has an impact on enhanced additional language learning pedagogies. Participants, as data sources, were four university teachers purposely identified because of the task assigned to them, assessing student teachers in diverse schools during TP. Data for this inquiry was collected through semi-structured interviews. It was divulged as the main findings that (i) time constraints caused by consistent code-switching to acquaint with the unfamiliar medium, and (ii) learner dropout rate were challenges. This paper concludes that policies need to be redefined for enhanced language proficiency so that the ultimate end is learners who can communicate globally in a wide range of linguistic constituencies.

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Published

2022-11-13

How to Cite

Makena, B., & Matiso, N. H. (2022). Home dialect: A deficit towards enhanced additional language learning. International Journal of Research in Business and Social Science (2147- 4478), 11(8), 298–303. https://doi.org/10.20525/ijrbs.v11i8.2033

Issue

Vol. 11 No. 8 (2022): Special Issue in November

Section

Teaching, Learning & Higher Education Institutions

License

Copyright (c) 2022 Bulelwa Makena, Nomasomi Hilda Matiso

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