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Dialects matter: The influence of dialects and code-switching on the literacy and numeracy achievements of isiXhosa Grade 1 learners in the Western Cap

A study of the influence of different dialects and code-switching on the literacy and numeracy achievements of isiXhosa Grade 1 learners in the Western Cape which found that many teachers did not use the standardised isiXhosa though they believed that dialects should not be used in the classroom. Many teachers had little or no knowledge about how to teach early reading in isiXhosa and use dialects as an aid. Learners who speak a dialect different from the standardised one start at a significant disadvantage. The authors argue for the standardisation of African languages, teacher training and development and better resource allocation and development of appropriate texts.
Author(s): Mtsatse, N. and Combrink, C.

References

Mtsatse, N. and Combrink, C. 2018. Dialects matter: The influence of dialects and code-switching on the literacy and numeracy achievements of isiXhosa Grade 1 learners in the Western Cape. Journal of Education, Issue 72, pp. 20-37


Mtsatse and Combrink.pdf - 248 KB

 
   
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