Preparing isiXhosa home language teachers for the 21st century classroom: Student teachers' experiences, challenges and reflections

The aim of the article is to identify the gaps between theory and practice in pre-service teacher training with special reference to the teaching of isiXhosa as a home language in the Further Education and Training (FET) phase (Grades 10–12) in some Western Cape high schools. The article is based on data that was collected from Postgraduate Certificate in Education (PGCE) students taking isiXhosa (home language) as one of their teaching method subjects as part of their pre-service training. The data were collected by means of an open-ended questionnaire, semi-structured interviews and an analysis of student teachers’ reflective journals. The article provides an analysis of PGCE students’ experiences and reflections on the teaching of isiXhosa as a home language in schools. It argues that if there is a gap between theory underpinning initial pre-service training and actual practice in schools, there will be no significant improvement in the teaching of isiXhosa as a home language. It concludes by proposing ways of improving both pre-service and in-service teacher education practice to develop African languages as academic or intellectual languages at school level

Multilingual examinations: towards a schema of politicization of language in end of high school examinations in sub-Saharan Africa

In many countries of sub-Saharan Africa, the release of each year’s results for the end of high school examinations heralds an annual ritual of public commentary on the poor state of national education systems. However, the exoglossic/monolingual language regime for these examinations is infrequently acknowledged as contributing to the dismal performance of students. Even less attended to is the manner in which the language of examinations, through shaping students’ performances, may be exacerbating social inequalities. This article politicizes the language of examinations in the region in the hope of generating policy and research interest in what is arguably an insidious source of inequality. The article makes three arguments. Firstly, it is argued that current exoglossic/monolingual practices in these examinations constitute a set of sociolinguistic aberrations, with demonstrable negative effects on students’ performance. Secondly, it is argued that the gravity of these paradoxical sociolinguistic disarticulations is better appreciated when their social ramifications are viewed in terms of structural violence and social inequality. Thirdly, in considering how to evolve a more socially equitable examination language regime, it is argued that the notion of consequential validity in testing positions translanguaging as a more ecologically valid model of language use in examinations

Socioeconomic determinants of organic cotton adoption in Benin, West Africa

Organic cotton relies on ecological processes and the use of natural resources to sustain the production system, unlike conventional cotton, mainly characterized by massive utilization of synthesis chemicals. In West Africa, where rural livelihoods are particularly vulnerable, organic cotton is expected to contribute not only to poverty reduction but also to strengthen households’ resilience. The objective of this study was to assess institutional and socioeconomic factors determining farmers’ decisions to adopt organic cotton. For this purpose, we applied a probit model on empirical data collected from producers of the Centre and the Northern parts of Benin. Overall, we found that organic cotton adoption is mainly determined by farmers’ socioeconomic characteristics, the physical distance between farm and house, and contact with extension and advisory services. Organic farming is more attractive to women compared to conventional farming. This because such type of cotton farming enables women to hold a separate cotton farm and thus increase their economic independence, whereas with the conventional system they depend mainly on the farm of the (male) head of the household. Older, less educated and low-income farmers who express environmental concern are more likely to adopt organic cotton. Subsequently, organic cotton should be considered as a prospective policy option to reach the poor and strengthen their livelihoods conditions while contributing to preserve the environment and natural resources. Furthermore, farmers who have their farm near home are more likely to adopt organic farming than those who have the farm far from their home. It also came out that organic farmers have more contacts with advisory and extension services. Finally, the study noted that there is still a need to enhance the extension system by: (1) exploring, designing, and upgrading innovative pedagogic tools such as videos and mobile phone technology to foster learning; and (2) strengthening organic farmer’s organizations and the linkage with agricultural research organizations for technology development

Towards effective literacy teaching and learning in African education: a research and development proposal

Paper presented to"Making a difference: effective practices in literacy in Africa", UNESCO, Hamburg, Germany, 10-12 Septembe

Evaluation of literacy teaching in primary schools of Limpopo province

Commissioned by the Limpopo Department of Education (LDoE)The overall aim of this study is to improve the quality of literacy teaching and hence overall academic achievement in Limpopo Province. Of major concern for the Department of Education in Limpopo is poor literacy and numeracy achievement as witnessed in several national and provincial systemic assessments conducted nationally in which grade 3, grade 4 and grade 6 learners have been tested since 1999