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Zano, Kufakunesu
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Languange, Linguistic, Communication & Media

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Experiences of Teachers and Learners Transitioning from Isixhosa to English Instruction in Grade 4 Zano, Kufakunesu; Mgijima, Lungelwa; Mpiti, Pretty Thandiswa
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12654

Abstract

The South African Language in Education Policy stipulates that African languages shall be employed as languages of learning and teaching in South African schools, at least from Grades 1 to 3. After that, there must be a switch to an additional language - in most cases, English first additional language (EFAL), as is the case with most schools in Matatiele, Alfred Nzo West District, South Africa. The topicality of this transition has led to this study, which explores the experiences of Grade 4 EFAL teachers and learners in Alfred Nzo West District transitioning from isiXhosa to EFAL as a medium of instruction in Grade 4. Data for the study was collected from participants drawn from a school in the rural Eastern Cape Province, Alfred Nzo West District. The sample comprised two Grade 4 EFAL teachers and ten learners. Qualitative data was collected through semi-structured interviews and observations while reading English texts. The findings revealed that the learners struggle to read because they were accustomed to using their home language, isiXhosa, in Grades 1-3. Now, they are using English as their Language of Teaching and Learning (LoTl), a language hardly spoken outside of the classroom. Besides, the findings showed that learners who were doing English home language in their previous schools, Grades 1-3, did not battle much with Grade 4 EFAL, since they relied on their prior linguistic knowledge accrued in these grades. To overcome Grade 4 EFAL learners’ barriers to reading, the teachers rely on parental involvement, phonics, collaborative learning and learners’ prior linguistic background. The study is important in underscoring the need to give Grade 4 EFAL learners age-appropriate reading materials because their comprehension is naturally developed as they acquire new vocabulary, and learners are cognitively engaged in less challenging texts.
A Multilingual Turn: Translanguaging by Design Activity in an EFL Context Zano, Kufakunesu
Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4826

Abstract

Translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices that treated languages as separate entities in a globalised world. This study is based on translanguaging by analysing activities that involved two cartoons in a multilingual classroom. This research was conducted to determine the opinions of Grade 12 EFAL learners on translanguaging by design activity in a multilingual setting. Grade 12 EFAL were chosen for their rich exposure to analysing cartoons. The class had 35 learners who were put in 5 focus groups to analyse the two cartoons. The 2017 cartoon had 5 questions and the 2018 cartoon had 4 questions, which learners answered in groups. The results indicate that translanguaging is an empowering tool that gives the learners a sense of ownership and belonging as they manipulate their previous linguistic knowledge to explore the given task. The teacher needs to alert the learners that they are free to use their home languages together with English to do an activity. This will help learners realise that there is not much difference between English and their home languages as they answer the questions. Teachers need to be multilingual so that they remain culturally and linguistically relevant to the learners.  
Breadth and Depth-Vocabulary Knowledge and Reading Comprehension in an English First Additional Language Context Zano, Kufakunesu
Journal of Languages and Language Teaching Vol. 10 No. 2 (2022): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i2.4827

Abstract

Most research has been concerned predominantly with vocabulary breadth in comparison with vocabulary depth. This study aims to bridge this gap by answering the following question: How do scores on vocabulary size, depth of vocabulary knowledge and reading comprehension correlate with each other? This study used quantitative method research on grade 11 English First Additional Language (EFAL) learners. Only 30 participants took part in the study. The independent variables used are the Vocabulary Levels Test (VLT) and Word Associate Test (WAT). Then, the dependent variable Reading comprehension is the dependent variable. The results indicated that 81% of the variance in the breadth of vocabulary scores which was measured through the VLT was shared with reading comprehension scores obtained in a reading comprehension test out of 30. On the other side, 90% of the variance in depth of vocabulary knowledge scores measured through a WAT was shared with reading comprehension scores. However, the depth of vocabulary scores could improve the prediction of the reading comprehension scores over and above the estimation accomplished by the vocabulary breadth scores. The results demonstrated the need for teachers to know their learners’ vocabulary knowledge and reading comprehension abilities. 
Accommodating Learners’ Multilingual Capabilities in an English First Additional Language Classroom Zano, Kufakunesu
Journal of Languages and Language Teaching Vol. 10 No. 3 (2022): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i3.5267

Abstract

Debatably, in South Africa, there is an absence of a consensus about a teaching method that can inform multilanguage usage for English first additional language learners in the Further Education and Training phase. This study argues that translanguaging can be the latest all-embracing approach in language policy and assessment needed to substitute previous linguistic practices that treated languages as separate entities in a globalised world. The study aims to determine how group work promotes learners’ different multilingual capabilities among learners in an English first additional language context in the Further Education and Training phase. It took place in a multilingual Grade 11 classroom. For this qualitative study, only 24 Grade 11 learners were used as participants in 4 focus groups for data collection. The results indicate that engaging in group work increases the time  English first additional language learners spend actively using their home languages with their peers. Learning English within mixed linguistic groups, learners often draw on their existing languages to learn and to communicate with their teachers and peers. Therefore, distinguishing language upbringings as a reserve might produce positive results in the classroom when teaching English to English first additional language learners as learners showcase their identities in collaboration with their contemporaries. Group work creates a space where translanguaging can easily take place and it is a good exemplification of the power processes that underlie the classroom as learning becomes learner-centric. It was concluded that group work can serve as an enabler for translanguaging, harnessing learners’ different multilingual capabilities for a better understanding of their work.
Promoting Peer Assessment ’Learner to Learner’ Feedback in a Multilingual High School English First Additional Language Setting Zano, Kufakunesu
Journal of Languages and Language Teaching Vol. 10 No. 4 (2022): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i4.5268

Abstract

Feedback, further known as assessment in this research, is critical to learners’ growth and learning. This study is grounded in verbal and written peer experiences acquired throughout peer evaluation in a multilingual context. This study aims to determine the problems of Grade 11 EFAL learners with peer assessment and how to develop peer assessment practices in a multilingual setting at the high school level. There were 27 learners in the class. Designated three learners gave three demonstrations on various matters premised on a requisite Grade 11 literature set book and were graded by their classmates. The perspectives of the learners who were assigned to work in groups were elicited by requesting them to respond to open ended questions in writing after their classmates’ presentations. According to the findings, some peer assessments can be subjective depending on the bond between the assessor and the assessed. The learners had a natural feeling of inadequacy in their assessments. When giving feedback in a multilingual setting, it becomes important to give it in a language they are most comfortable with. Similarly, helping students relate new information from peers to the knowledge that they already have helps them to understand and organise information in meaningful ways.
Instructional Design to Promote Translingual Practices in an English First Additional Language Context Zano, Kufakunesu; Mbirimi-Hungwe, Vimbai
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7331

Abstract

Languages are not set, autonomous, bounded entities whose nature cannot be disrupted; they are flexible entities that can be reformed, re-arranged and recreated to fit into new contexts of communication. This study was driven by the need to explore the instructional design used to promote translingual practices in an English first additional language context in the Further Education and Training phase. For this qualitative study, eight (8) English first additional language teachers in the Further Education and Training phase were used as respondents. These teachers were stationed at four (4) high schools in one district of South Africa, meaning two (2) teachers per school were selected. The researchers used telephone interviews to collect data. The results revealed that translanguaging can be used in conjunction with collaborative activities like co-teaching, peer tutoring and group work in the English first additional language classroom.  Besides, all learners have prior knowledge gained from schooling and life experiences and English first additional language teachers can build on those experiences. Also, based on the findings, it is indispensable to take advantage of modern technological facilities like WhatsApp in aiding the task of teaching English first additional language.
Embodying Learners’ Semasiological Disparateness in an English First Additional Language Classroom Zano, Kufakunesu
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.9317

Abstract

Language-in-education policy in the apartheid era in South Africa reflected a divide-and-rule strategy, which stipulated that each ethnic group was to be taught in its language. Thus, the post-1994 period in South Africa involved a dramatic re-imagination of the country from a racially divided nation to a diverse but united, non-racial nation. This is pertinent to South Africa, a linguistically diverse country whose history of language in education has been shaped by political interests, as well as pedagogical considerations. Against this background, since the impact of cultural diversity on education policy and reforms is a strategically significant issue for us all, this study sought to explore how Grade 4 English First Additional Language (EFAL) teachers incorporate Grade 4 EFAL learners’ linguistic diversity in teaching and learning. For this qualitative study, 10 Grade 4 teachers in 5 primary schools in one district in South Africa were used as respondents. The researcher used one-on-one telephonic interviews to collect data. The results revealed that teachers acknowledge the need to use some approaches to support oral language development. Besides, teachers use a range of strategies, from translanguaging, and code-switching to translation, to encourage learners to use their home languages to develop proficiency in the EFAL. Also, the study has shown that cooperative language learning, which shares some characteristics with communicative language teaching helps learners develop a great liking of EFAL.
Experiences of Teachers and Learners Transitioning from Isixhosa to English Instruction in Grade 4 Zano, Kufakunesu; Mgijima, Lungelwa; Mpiti, Pretty Thandiswa
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12654

Abstract

The South African Language in Education Policy stipulates that African languages shall be employed as languages of learning and teaching in South African schools, at least from Grades 1 to 3. After that, there must be a switch to an additional language - in most cases, English first additional language (EFAL), as is the case with most schools in Matatiele, Alfred Nzo West District, South Africa. The topicality of this transition has led to this study, which explores the experiences of Grade 4 EFAL teachers and learners in Alfred Nzo West District transitioning from isiXhosa to EFAL as a medium of instruction in Grade 4. Data for the study was collected from participants drawn from a school in the rural Eastern Cape Province, Alfred Nzo West District. The sample comprised two Grade 4 EFAL teachers and ten learners. Qualitative data was collected through semi-structured interviews and observations while reading English texts. The findings revealed that the learners struggle to read because they were accustomed to using their home language, isiXhosa, in Grades 1-3. Now, they are using English as their Language of Teaching and Learning (LoTl), a language hardly spoken outside of the classroom. Besides, the findings showed that learners who were doing English home language in their previous schools, Grades 1-3, did not battle much with Grade 4 EFAL, since they relied on their prior linguistic knowledge accrued in these grades. To overcome Grade 4 EFAL learners’ barriers to reading, the teachers rely on parental involvement, phonics, collaborative learning and learners’ prior linguistic background. The study is important in underscoring the need to give Grade 4 EFAL learners age-appropriate reading materials because their comprehension is naturally developed as they acquire new vocabulary, and learners are cognitively engaged in less challenging texts.
Co-Authors Mbirimi-Hungwe, Vimbai Mgijima, Lungelwa Mpiti, Pretty Thandiswa