Experiences in a Tutoring Programme for BEd Foundation Phase isiXhosa First-Language Students

Autor/inn/en	Carnow, Anneline J.; Steenkamp, Andries; Ekron, Christélle
Titel	Experiences in a Tutoring Programme for BEd Foundation Phase isiXhosa First-Language Students
Quelle	In: Reading & Writing: Journal of the Reading Association of South Africa, 11 (2020) 1, Artikel 259 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Carnow, Anneline J.) ORCID (Steenkamp, Andries) ORCID (Ekron, Christélle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2079-8245
Schlagwörter	African Languages; Native Language; Undergraduate Students; Academic Failure; Computer Literacy; Mathematics Achievement; Language of Instruction; English (Second Language); Second Language Learning; Student Attitudes; Case Studies; Journal Writing; Tutors; Tutoring; Program Descriptions; Constructivism (Learning); Teaching Methods; Concept Formation; Difficulty Level; Learning Processes; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Computerkenntnisse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schülerverhalten; Case study; Fallstudie; Case Study; Zeitschriftenaufsatz; Förderlehrer; Lehrender; Tutor; Förderkonzept; Nachhilfeunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Concept learning; Begriffsbildung; Schwierigkeitsgrad; Learning process; Lernprozess; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Background: IsiXhosa students enrolled for the BEd Foundation Phase qualification at a university in South Africa failed their first year in identified at-risk subjects, namely Mathematics in Education, Language in Education and Computer Literacy. The students stated the reasons for failure as not understanding the concepts and terms of the subjects presented to them in English. Objectives: A tutoring programme was initiated in the home language of the students with the aim of improving their understanding and chances at success. Method: Semi-structured interviews and reflective journals within a qualitative case study were used to understand how the tutees and tutors as key role players, the programme coordinator, lecturers in the three subjects and the tutor trainer experienced the tutoring programme. The study was framed within social constructivist theory and an interpretative paradigm employed for analysis of data. Results: The findings suggested that tutoring in their home language grants isiXhosa students an improved understanding of the concepts and terms of the course material, which they had difficulty understanding. Conclusion: Tutoring in the home language should become a mandatory practice for students whose home language is not the language of learning and teaching in the institution. The study contributes to knowledge on how tutoring in the home language provides isiXhosa students access to the curriculum by assisting them in minimising their struggles with English as the language of learning and teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01