Geographies of second language learners in and out of school : a narrative inquiry.

Abstract

The main focus and motivation for this study was to investigate the geographies of second language learners using a sample of six learners from the township of Umlazi, south of Durban which is a city in Kwazulu Natal. Second language learners are believed to experience diverse challenges in the spaces they occupy in and out of school. Most research studies have focused more on acquiring findings from adults, (e.g School Management Teams, teachers, parents and other stakeholders), in order to establish their hypothetical opinions on the experiences of second language learners (Christensen, P. and James, A., 2000). In this research endeavour my foremost concern to allow the authentic voices of these learners (who represent a large population of learners who are voiceless) to be foregrounded. What emerges strongly from the narratives is the plight of second language learners in schools with poor resources who experience very little tangible and effective support for learning in and through their second language. In addition to this is the huge obstacle they face with intolerance in their communities. Their desire not only to study their second language but to practice communicating in it, evokes negative attitudes and prejudices from their classmates and community groups. Whilst clearly at a disadvantage and often disheartened by the challenges they face, it is evident that the majority of my participants are fixed on the end result and are determined to become proficient in English so as to be able to pursue some form of tertiary education and ultimately find employment.