Opportunities to learn in isiNdebele textbooks

Abstract

The purpose of this research was to evaluate the opportunities to learn provided by the Grade 9 isiNdebele Home Language textbooks used in KwaMhlanga South West Circuit, where I have been teaching for the past eight years. Since the area is multilingual and most learners are exposed to a variety of languages while struggling with isiNdebele as their first language, an empirical investigation using a qualitative approach was conducted to investigate the quality of textbooks, specifically Via-Afrika and Nasi-Ke Isikhethu. This study employed Vygotsky's (1987) social constructivism theory as its theoretical framework. The two textbooks were evaluated using the textbook evaluation criteria from Afshin, Mehrjoofard, and Salemi (2011). These evaluations were compared to the CAPS document in order to determine whether the textbooks met the curriculum requirements. The study verifies that there are differences between these two textbooks regarding CAPS document compliance as well as other factors such as the use of visuals, learning objectives, authenticity, and exercises and activities related to language learning. The literature review refers to the significance of the historical context of the South African language policy, language policies in education, the South African National Curriculum and Assessment Policy Statement (CAPS), the role of textbooks in teaching and learning, and cognitive levels of questioning. To analyse the data collected for this study, qualitative content analysis was used. The findings reveal that both textbooks focus on questions at a higher level and ignore the mark allocation for given questions. Via-Afrika has allocated marks only on the formative assessment. Via-Afrika contains more visuals than Nasi-Ke Isikhethu and the representations are not always relevant to the subject matter or suitable for the educational setting. In terms of real-life learning examples, Via-Afrika is designed in a way that helps learners apply their learning to their daily lives. Some of the skills necessary for language learning, such as reading and viewing, have not been successfully demonstrated by Nasi-Ke Isikhethu. Via-Afrika successfully demonstrates skills by, for instance, beginning with an in-depth description of the writing process, explaining each genre, and showing examples so learners can observe the conventions and format of that genre.