The experiences of teachers and learners of being multilingual in resource constrained environments

dc.contributor.advisorOmidire, Margaret Funke
dc.contributor.emailkgaboclifford@gmail.com
dc.contributor.postgraduateDihangoane, Clifford Kgabo
dc.date.accessioned2021-04-06T07:22:18Z
dc.date.available2021-04-06T07:22:18Z
dc.date.created2020/10/02
dc.date.issued2020
dc.descriptionDissertation (MEd)--University of Pretoria, 2020.
dc.description.abstractThis study aimed to investigate the experiences of teachers and learners in being multilingual in resource-constrained environments where the LoLT is English. The sociocultural theory was used as the theoretical framework for this study. Given the factors involved, a mixed-method approach was favourable for collecting and analysing data. The qualitative data was collected through semi-structured interviews with five teachers and focus group discussions with an overall number of seventeen learners from two different township schools in Pretoria. The quantitative data was collected from the same schools through a survey questionnaire with a total number of forty-seven respondents. Inductive thematic analysis and descriptive statistics were utilised for analysis of data. The key recurring discoveries from the participants were overcrowding, language diversity, insufficient training received by teachers, limited educational resources, lack of LoLT proficiency from learners, and being restricted to use other languages by the school policy. Educational resources serve as a bridge to mediate inefficient language development in multilingual learners, the lack of resources hinders positive learning experiences. Experiences of the participants across languages are regarded as problematic instead of a resource. Although these experiences are known to act as barriers to the process of teaching and learning, this study contributes by providing a deep comprehension of multilingualism in the South African setting. It provides resolutions to enhance the use of multilingualism for effective teaching and learning.
dc.description.availabilityUnrestricted
dc.description.degreeMEd
dc.description.departmentEducational Psychology
dc.identifier.citationDihangoane, CK 2020, The experiences of teachers and learners of being multilingual in resource constrained environments, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/79228>
dc.identifier.otherS2020
dc.identifier.urihttp://hdl.handle.net/2263/79228
dc.language.isoen
dc.publisherUniversity of Pretoria
dc.rights© 2020 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria.
dc.subjectUCTD
dc.subjectAcademic performance
dc.subjectEnglish second language
dc.subjectEnvironments
dc.subjectExperience
dc.subjectLanguage policy
dc.subjectMultilingualism
dc.titleThe experiences of teachers and learners of being multilingual in resource constrained environments
dc.typeDissertation

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