Linguistic challenges faced by rural Tshivenda-speaking teachers when Grade 4 learners transition to English

The general complaint of teachers in rural monolingual communities is that teaching becomes problematic after learners are promoted to Grade 4. While the transition to a next academic phase places new cognitive demands on the learners, they must also adjust to being taught in English after 3 years of mother tongue education. This qualitative case study was underpinned by Krashen’s theory of second-language acquisition which emphasises the importance of exposure to and interaction in the target language. Six Grade 4 teachers who are mother tongue speakers of Tshivenda and two curriculum advisors participated in the study. Data were collected through individual interviews and classroom observations. Initially, it was assumed that the transition was problematic, because learners’ English proficiency was inadequate, but teachers too struggled to impart academic content to Grade 4 learners and relied heavily on code switching. This strategy contributed to learners’ understanding of content, but militated against any improvement in their English. The remoteness of this rural monolingual community implies a limited exposure to the target language, but ought not to be reckoned an excuse. Means to build teachers’ linguistic confidence and improve their oral proficiency during initial teacher preparation as well as greater in-service support should ameliorate the transition for learners. A revision of the mother tongue Foundation Phase curriculum and monitored implementation is advisable

Challenges faced by Tshivenda-speaking teachers when instructing Grade 4 learners in English

The South African Constitution promotes multilingualism while acknowledging the maintenance of home languages. Meanwhile the language-in-education policy (Department of National Education, 1994) declares that every learner has the right to receive education in the language that he/she understands best where this is practicable. According to programme requirements of the Intermediate Phase (Grades 4 6), two official languages must be selected by a learner of which one should be the home language and the other one used as a first additional language. One of these languages will serve as the language of learning (Department of Basic Education: Programme and Promotion Requirements, 2011) This study outlined the challenges that Grade 4 teachers in the monolingual rural area of Niani face when teaching through English. This case study was designed as a qualitative research underpinned by Krashen's theory of second language acquisition (1982), which underlines the importance of interaction. The literature reviewed showed how teachers developed strategies to cope when a second language is used as the medium of instruction in monolingual societies. The participants of the study include six Grade 4 teachers who are mother tongue speakers of Tshivenda and two curriculum advisors of Niani in Limpopo province. Data were collected via classroom observations and interviews in order to establish the challenges teachers face when they switch from using Tshivenda to English once the learners move to Grade 4 and how these teachers cope. The findings indicate that teachers in rural monolingual communities in Niani find it difficult to meet the curriculum demands in terms of the medium of instruction. Grade 3 learners move to Grade 4 with little English vocabulary and this makes teaching problematic. Teachers spend most of their time translating the lessons into Tshivenda, a strategy which further limits both teachers' and learners' English exposure. Teachers too' were found not to be sufficiently proficient in English. The significance of the study relates to the educational issues of rural schools that are ignored by officialdom, including the fact that teachers are not adequately prepared to teach in English. In addition, learners transitioning to the medium of English are not sufficiently supported. Hence, policies need revision and interventions to address linguistic shortcomings of teachers and learners ought to be designed and implemented if English remains the medium of instruction.Dissertation (MEd)--University of Pretoria, 2016.Humanities EducationMEdUnrestricte