Teachers' experiences in teaching grade two immigrant primary school learners using IsiZulu as a language of instruction: a case study of three primary schools.

Abstract

The study explored the experiences of teachers teaching immigrant learners using IsiZulu as the language of instruction. This study used qualitative methodology, guided by interpretive epistemology. It also employed an empirical case study design. The participants for this study were teachers teaching immigrant learners from three primary schools under the Umhlali circuit, within the iLembe District of KwaDukuza (Stanger) in KwaZulu-Natal (KZN) Province. The total sample for this study was five. Purposive and convenience sampling were used to select the schools and teachers. Data were collected through telephonic interviews. Qualitative data collected were analysed using content analysis, where themes were derived from the participants’ narratives. The findings revealed that teachers had challenges communicating with immigrant learners, and overcrowded classrooms were a barrier to individual attention. The findings further revealed that teachers used different strategies for teaching immigrant learners. Drawings and the pairing method were used to teach immigrant learners. It was concluded that teachers were not equipped enough with the necessary skills to teach immigrant learners in isiZulu as a language of instruction, in almost all the subjects. It is recommended that the Ministry of Education in each province offer support towards the continued integration and success of immigrant learners in schools, and consider the language of instruction in the foundation phase.