Exploring schooling experiences and challenges of immigrant learners in a multilingual primary school.
Mbhele, Mildred Sanele.
MetadataShow full item record
This thesis is a presentation of immigrant learners’ schooling experiences and challenges in a multilingual primary school in South Africa. The study was guided by three research questions: What are the schooling experiences and challenges of immigrant learners in a multilingual primary school? How do these experiences and challenges impact on the learners’ social well-being? How do immigrant learners navigate the challenges they are faced with in a multilingual primary school? The study employed Bronfenbrenner’s Ecological Systems Theory as it focuses on the role played by systems or contexts in the development of a learner of which he is part. This case study was approached from an interpretivist paradigm and adopted a qualitative approach. All participants were purposely sampled which included six immigrant learners, one English Language teacher, one Life Skills teacher and one First Additional Language teacher, that is, an isiZulu teacher. Data generation tools that were utilised were semi-structured interviews with all the participants, focus group discussions and diary entries with the learners. Data was analysed using Braun and Clarke’s (2006) thematic analysis approach. The findings of the study unveiled factors that contribute to the schooling experiences and challenges of immigrant learners in a multilingual primary school. Five themes emerged from the data that was generated. The themes were the discovery of the role played by the school context in the social well-being of immigrant learners; inclusivity and exclusivity of immigrant learners during the process of learning; the parental involvement in the adaptation of the immigrant learners in a new school context; the effect of indigenous language as a source of discrimination and English Language and accent as a barrier and also how learners navigate the challenges. Among the negative challenges highlighted were issues of stereotyping, isolation, discrimination and exclusion. The positive experiences included better living standards, better standard of education in South Africa, and the exposure of the learners to diverse languages and cultures. Based on the findings, the following recommendations emerged: The development of strategic plans by the department of education and interventions by the school for the effective adaptation of immigrant learners to the new context, enlightenment of parents about the importance of immigrant learners learning isiZulu which is the most spoken indigenous language in the school, and also the provision of the platform for immigrant learners to showcase their talents and skills.
Showing items related by title, author, creator and subject.
Household differentials and the individual decision to migrate to South Africa : the case of Gweru city in Zimbabwe. Shoko, Munatsi. (2010)Zimbabweans of all walks of life have crossed over to South Africa since the late 1990s for long and short periods of time, some of them even remaining there permanently. The increased amount of the migration is largely ...
An application of Rosenau's systemic approach to African migration into South Africa from 1994 to May 2008. Leboucher, Quentin. (2010)With the end of Apartheid, the South African regime completely changed. This had implications for African migration into the country. The migration situation became a concern with the appearance of what has been referred ...
The geographies of the schooling experiences of immigrant children at a primary school in KwaZulu-Natal. Ngema, Zonke Aura. (2014)In the last two decades or so, South Africa has become home to people of various nationalities, in particular citizens from other African countries. The South African Refugee Act passed in 1998 has been welcomed as a ...