Grade R Teachers' Experiences with the Implementation of the Mother-Tongue-Instruction Policy for Pre-Reading Skills in Lesotho

Autor/inn/en	Koloti, Arone C.; Jita, Thuthukile
Titel	Grade R Teachers' Experiences with the Implementation of the Mother-Tongue-Instruction Policy for Pre-Reading Skills in Lesotho
Quelle	In: South African Journal of Childhood Education, 11 (2021) 1, Artikel 957 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Koloti, Arone C.) ORCID (Jita, Thuthukile)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2223-7674
Schlagwörter	Native Language Instruction; Teacher Attitudes; Prereading Experience; African Languages; Foreign Countries; English (Second Language); Second Language Learning; Reading Instruction; Case Studies; Teaching Methods; Preschool Teachers; Preschool Education; Educational Policy; Guidelines; Child Care; Preschool Curriculum; Content Analysis; Language of Instruction; Lesotho + Suchen Sie Ihr Suchwort? Native language education; Muttersprachlicher Unterricht; Lehrerverhalten; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Leseunterricht; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Politics of education; Bildungspolitik; Richtlinien; Kinderfürsorge; Kinderbetreuung; Inhaltsanalyse; Teaching language; Unterrichtssprache
Abstract	Background: Over the years, the majority of the Basotho nation and many countries have known Lesotho as a country which has Sesotho and English as the only spoken languages and as medium of instruction in schools. Whereas, in reality, Lesotho has many spoken languages. Many tribes have their own spoken languages which, hitherto, have not been considered in the education sector of Lesotho. Aim: This article aimed to demonstrate the Lesotho Grade R teachers' experiences with the implementation of the mother-tongue-instruction policy in teaching pre-reading skills. Setting: This study was conducted in Lesotho at three different schools. Three Grade R teachers were chosen and studied in their respective classrooms. Methods: Employing qualitative research methods in this study, the multiple case study research design was used to explore the reality of classroom teaching practices. Document analysis, non-participatory classroom observation and semi-structured interviews and thematic content analysis were employed to generate data. Results: Teachers in early childhood education (ECE) do not implement medium of instruction policy appropriately because they are not well-informed about it. Conclusion: Grade R teachers are willing to operationalise the mother-tongue-instruction policy effectively, even though they do not have adequate knowledge of the policy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01