The impact of language of learning and teaching in primary schools: A case study of the Gauteng province
Mediterranean Journal of Social Sciences
College of Education, University of South Africa, South Africa
The aim of the research was to establish the impact of language of learning and teaching in selected South African primary schools. This study was underpinned by critical discourse analysis. The framework of analysis included analysis of texts, interactions and social practices at the local, institutional and societal levels. Language policies can be better understood by looking at the social issues of the community as well as the language and type of texts used. When exercising a choice with regard to method, researchers often have to decide between qualitative and quantitative methods or a combination of both. Qualitative research was chosen as a relevant research instrument for this study to gather information. During data analysis the data were organised categorically and coded and the responses were correlated with the prominent and emerging views identified in the literature survey. The findings of this study revealed that African learners are taught in second or third languages while white learners are taught in their home languages. The Department of Basic Education and policy makers should be persuaded to promote programmes in which home language instruction is given meaningful financial and material support to make the production and rewriting of textbooks and dictionaries across school curricula possible.