The narrative of dual medium in a multilingual context of a black urban area in Grade R.

Abstract: This article is a critical analysis of how a black urban primary school in South Africa used dual medium in two Grade R (Reception year or kindergarten) classes. An ethnographic inquiry was conducted in a township primary school, informed by sociocultural theory. The sample comprised children, teachers and parents of classes divided by the school according to the learners’ home languages. Data collection included interviews, observations, artefacts and a reflective journal, analysed using Atlas.ti software and Brewer’s steps of analysis. Language code-switching and translation were mainly employed by teachers to address language complexity emanating from internal and external factors affecting the school. Having to learn in a dual medium of one African language or home language and English highlighted the need to revisit the crucial area of language development and acquisition in early childhood development and foundation phase learners

An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community

D.Ed. (Educational Psychology)The aim of this study was to give an ethnographic story of the first Grade R programme in a developing school in 2010 in a black urban community and to use my story of the Grade R teaching and learning to contribute to a better understanding of the field of Early Childhood Development (ECD) and education in South Africa. This research was a response to the Department of Education’s concern that the Foundation Phase, Grade R included, does not receive the attention it deserves in South Africa. There appears to be alternative views and perspectives of what constitutes good ECD or Grade R practice. As a result, the conceptualisation of Grade R and ECD as a whole is problematic and inconsistent. This study is situated in the interpretivist naturalistic paradigm using sociocultural theory as theoretical framework. I studied the participants in a naturally occurring setting using methods of data collection which captured their social meanings and ordinary activities, whilst I participated directly in the setting in order to collect data in a systemic manner. Thutong1 a primary school established in 2010 in a black urban community, was the research site. Two Grade R classrooms were studied, comprising 60 children and two teachers. The classes were divided according to the children’s home languages, Sesotho (South Sotho) and isiZulu. The lens through which I observed the teaching and learning of the Grade R at Thutong had a sociocultural focus. Data was collected by means of participant-observation; interviews; photographs and photographic data; and artefacts. I used Brewer’s steps of analysis but they were not necessarily followed to the letter. As social phenomena were recorded and classified I compared the different data sets across categories. Atlas.ti computer software was used for qualitative data analysis and text management. Findings suggested that the Grade R language maze is central to teaching and learning of Grade R children, and this became an overarching theme. The sub-themes that were arrived at include language code switching, translation, dual medium in multilingual context, sound/letter recognition, numeracy teaching, Thutong teachers as griots, rhymes and Grade R learning, rote learning in language and numeracy, play in language acquisition, and barriers to learning and support. The diverse population of the black urban community in which the school is situated cautions stakeholders to plan carefully Grade R. In line with the sociocultural theory, a proposal for reform in Thutong would have to consider economic, political, historical, social, and cultural factors because the school is a part of and reflects the larger social system in which it is situated. The story reflects an urgent need to strengthen Early Childhood Development and education in South Africa, thus this study also addresses the need to support and promote local perspectives, questions and issues in order to move beyond the singular image of the global child. The study highlights the importance of teacher training, intense support to teachers and children by the Department of Education, children’s readiness to learn and parental involvement in language acquisition and development

School expulsion in the context of inclusive education: a case study

M.Ed