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首页> 外文会议>International Technology, Education and Development Conference >(1779) LANGUAGE OF TEACHING AND LEARNING IN THE FOUNDATION AND INTERMEDIATE PHASES: A CASE OF A PRIMARY SCHOOL IN LIMPOPO PROVINCE, SOUTH AFRICA
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(1779) LANGUAGE OF TEACHING AND LEARNING IN THE FOUNDATION AND INTERMEDIATE PHASES: A CASE OF A PRIMARY SCHOOL IN LIMPOPO PROVINCE, SOUTH AFRICA

机译：（1779）基金会和中期教学和学习语言：南非湖泊省小学的案例

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The paper reports on the findings from the study that sought to understand Language of Learning and Teaching in the Foundation and Intermediate phases and its impact on the academic performance of learners. The study is important because it provides challenges encountered in the classroom when implementing this policy framework. It has potential to inform curriculum designers to bring about concerted efforts to the review of the policy. The purpose of the study was to investigate the classroom experiences and reflections of changing from mother tongue, Sepedi to English as a Language of Learning and Teaching. A qualitative case study wherein participatory observations, questionnaires and unstructured interviews were used as data collection methods. The study used content analysis, frequency tables and document analysis and transcripts. Twenty teachers and four school managers were purposively sampled from one Limpopo primary school. The findings revealed that learners and teachers do not cope with the switching from Sepedi to English that is used as the Language of Learning and teaching, due to interference of dialects and slang in Sepedi usage; open door policy that allows first encounters of the school’s adopted mother tongue; and unqualified foundation and intermediate phase teachers. However, they were those who perceive great benefits of the new policy, and disregarded the transitional challenges and lack of material resources in favour of its implementation. This study concludes that the change from the mother tongue to English poses challenges to learning and teaching at the intermediate phase. This study recommends the placement of the qualified teachers in the early childhood development phases; and that more professional teacher’ development programmes with focus on early childhood development content and pedagogies need to be rolled out.
机译：本文报告了该研究的研究结果，试图了解基础和中期阶段的学习和教学语言及其对学习者学术绩效的影响。这项研究很重要，因为它在实施这一政策框架时提供课堂上遇到的挑战。它有可能通知课程设计师，以促进审查该政策的共同努力。该研究的目的是调查课堂经验和改变母语，Sepedi的校长，作为学习和教学的语言。定性案例研究，其中参与式观察，问卷和非结构化访谈被用作数据收集方法。该研究使用了内容分析，频率表和文档分析和转录物。二十名教师和四所学校经理人从一个林帕小学自动抽出。结果表明，由于在SEPEDI使用中的方言和俚语的干扰，学习者和教师不会应对从SEPEDI到英语的切换，这是由于方言使用的干扰和俚语中的学习和教学;开放的门政策，允许学校采用母语的第一次遭遇;和不合格的基础和中期阶段教师。然而，他们是那些察觉新政策的巨大利益的人，并忽视过渡挑战和缺乏物质资源，支持其实施。这项研究得出结论，母语对英语的变化对中间阶段的学习和教学构成了挑战。本研究建议在幼儿发展阶段安排合格的教师;并且需要推出专注于早期儿童开发内容和教学的专业教师的发展计划。

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