Difficulties experienced by grade 6 Isixhosa-speaking learners in learning science through the medium of English: a case study at a primary school in the Western Cape

Abstract

This thesis examined the difficulties experienced by Grade 6 isiXhosa-speaking learners in learning Natural Science through English as the medium of instruction at a primary school in the Western Cape. In 1994, South Africa became a democratic country where people were given the right to choose the language of learning and communication (Constitution of the Republic of South Africa, 1996). The assumption made in relation to the right to language was that this would provide equal opportunities and equal access to education for all learners. All learners would then be able to attain academic success. The study was pursued against the backdrop of the serious academic underachievement of African learners at schools around the country (often culminating in high matric failure rates), particularly in mathematics, science and technology (Probyn, 2005; Cleghorn, 2005; Taylor & Vinjevold, 1999). The findings of the research revealed that language (including both the English language of learning and teaching or LOLT, and the language of science) was a major barrier to the learning of Natural Science by Grade 6 isiXhosa-speaking learners. The language barrier was exacerbated by factors within the teaching and learning context, the school environment, as well as by social factors in the learners' own home backgrounds. On the basis of the findings of the research and the related literature, the study makes recommendations regarding what could be done to address the difficulties, as well as proposals for future research. The key recommendations include: Introducing a more flexible bilingual education policy to enable additive bilingualism to be practised by both learners and educators; Compiling a list or glossary of words, concepts and terms that matter in Natural Science and ensuring that the learners fully understand their meaning and use them appropriate! y; Educators constantly reflecting on their own teaching styles and practices in relation to their effectiveness and impact on their learners; Educators constantly considering 'different and creative ways' of assessing learners for whom the English LOLT is not a home language; and District Offices providing systemic support for schools and creating an enabling learning environment.