Factors affecting fluctuating language results at matriculation level: how principals at ten schools in the Harry Gwala district of Kwazulu-Natal explain the phenomenon.

Abstract

English has become the language of instruction in many South African schools despite most learners not being first-language English speakers. This phenomenon is not unique to South Africa. In the Harry Gwala district, KwaZulu-Natal, where this study was conducted, many schools, with predominantly IsiXhosa- or isiZulu-speaking learners are expected by the Department of Basic Education to achieve a 100% pass rate in English first additional language at the matriculation exit-level examination; however, this expectation has not always been realised. At the sampled schools, English is both a subject and the language of instruction for all subjects. Although using the same curriculum, several schools in the sample achieved the expected 100% pass rate in English first additional language for five or more consecutive years, while others did not. This thesis aimed to explore the factors affecting the results at matriculation level. To obtain answers, school principals at ten schools in the designated area were asked to explain the phenomenon. Using an interpretive paradigm, qualitative approach, and case-study design, and generating data through interviews, questionnaires, and schools’ subject improvement plans (SIPs), the study engaged with the principals to explore their insights. The study revealed that numerous factors contribute either to the success or failure of schools’ results, and their ability to achieve the set targets. The study found that principals explained results by considering the management of the education process, including class sizes, teacher qualifications, and the resources available. It became clear that principals understood the factors that shaped the results. Principals were influenced by their experiences and practices as principals, together with the contextual realities of their schools. While target-setting, rewarding academic performance, and pursuing outside partnerships were highlighted as measures to improve English results, many SIPs to improve English results appeared to be cosmetic. Of concern was the choice of languages at various stages of learners’lives determined by schools language policies, as well as the preferences of the communities for English as a subject and as the language of. instruction. What became clear is that mother-tongue proficiency, a prerequisite for future linguistic development, was not enabled for learners in many of the sampled schools. Keywords: Basic Interpersonal Communication Skills (BICS) English results appeared to be cosmetic. Of concern was the choice of languages at various stages of learners’ lives determined by schools’ language policies, as well as the preferences of the communities for English as a subject and as the language of instruction. What became clear is that mother-tongue proficiency, a prerequisite for future linguistic development, was not enabled for learners in many of the sampled schools.