Sustainable learning for immigrant learners in a multilingual classroom=Ukufunda okusimeme kwabafundi bokufika emakilasini abuliminingi.

Abstract

The study was set in KwaZulu-Natal Province in South Africa at a multilingual primary school and investigated immigrant learners’ experiences on sustainable learning in a multilingual classroom. The study’s research participants comprised of seven immigrant learners, four local learners, one school principal, three local teachers, one immigrant teacher and two immigrant parents who were homogeneously purposive sampled. The study’s sub-questions investigated the current situation of sustainable learning for immigrant learners in a multilingual classroom. The questions sought to determine hindrances for sustainable learning of immigrant learners in a multilingual classroom. Lastly, the views of immigrant learners in a multilingual classroom towards the support needed in sustainable learning were revealed. Critical emancipatory research and ubuntu theory constitute the theoretical frameworks for this study. CER supports the emancipation of research participants so that they are enabled to change their lives. This was seen to link with the aim of this study, which saw immigrant learners as the driver of initiatives aimed at experiencing and supporting their sustainable learning whilst in a multilingual classroom. Qualitative, Participatory Action Research (PAR) approach was employed. The research study employed purposive sampling in selecting the research participants The study made use of semi-structured interviews, focus group discussions and document analysis in generating data. The teachers and the learners took part in the interviews as well as the Focus Group Discussions. Strong ethical principles were followed. Analysis was done through critical discourse analysis. The findings showed that when immigrant learners are exposed to sustainable learning, they become empowered, and face any life challenges. With regard to the current situation of immigrant sustainable learning, the generated data presented showed that although learners benefit from the curriculum as it stands, there is a gap in the provision of practical subjects. Subjects like Agriculture, Music, Building, and Home Management ought to be taken seriously in primary education. The data indicated that these subjects equip immigrant learners with hands-on skills that saw them starting their own businesses, thereby becoming independent and empowered, hence gaining skills that will sustain them throughout their lives. Language, discrimination, lack of support and financial difficulties came as major hindrances to immigrant sustainable learning which cause most immigrant learners’ to experience sustainable learning in a negative way. To support the immigrant learners in multilingual classroom, workshops were conducted with teachers, learners and the parents to elicit suggested modes of implementation. The meetings served to induct teachers on dealing with immigrant learners in an inclusive multilingual classroom. The study recommends that immigrant learners need to accept who they are first and then try to equip themselves with lifelong skills they gain in the host multilingual classroom. The study also recommends the need for locals to show acceptance, love and friendship to the immigrants. Above all, the study saw the need for teachers to be well equipped in dealing with learners from diverse backgrounds in their classes.

IQOQA

Lolu cwaningo lwaluzinze esifundazweni saKwaZulu-Natali eNingizimu Afrika esikoleni samabanga aphansi esibuliminingi kanti lwalucwaninga ngokuzwiwa abafundi abazalwa abokufika ekufundeni okusimeme. Imibuzo yocwaningo yayibheka isimo sabokufika ngokufunda okusimeme. Imibuzo yayiqonde ukuthola izithiyo ekufundeni okusimeme kwabokufika emakilasini asebenzisa ubuliminingi. Ekugcineni ucwaningo lwaveza izindlela zokusekela abafundi abazalwa ngabokufika emakilasini abuliminingi. Ucwaningo oluthuthukisa luhlaziya kanye nenjulalwazi yoBuntu kwaba yizona nhlaka zokuhlaziya kulolu cwaningo. Indlela yokuhlaziya iCER isekela ukuthuthukiswa kwababambiqhaza ukuze bakwazi ukushintsha izimpilo zabo. Lokhu kwabonakala kuxhumana nenhloso yocwaningo, okwaholela ekutheni abafundi abazalwa ngabokufika babe seqhulwini ezinhlelweni ezihlose ukucwaninga ababhekana nakho kanye nokusekela ukufunda okusimeme besemakilasini abuliminingi.

Ikhwalithethivu kanye nendlela yePAR kwasetshenziswa. Ucwaningo lwasebenzisa indlela yokuqoka ngenhloso ukukhetha ababambiqhaza. Kwasetshenziswa imposambuzo esakuhleleka, izingxoxo zeqoqo elicwaningwayo kanye nohlaziyomibhalo ukuqoqa imininingo. Kwalandelwa imigomo yokuziphatha eqinile. Imininingo yahlaziywa ngokuthi kusetshenziswe uhlaziyongxoxo olucubungulayo.

Imiphumela yocwaningo yaveza ukuthi uma abafundi bokufika bethola ukufunda okusimeme, lokho kuyabahlomisa bakwazi ukubhekana nezingqinamba zempilo ngaphandle kokuthikameza abanye. Ngokwesimo esikhona sokufunda okusimeme kwabokufika, imininingo eyaqoqwa yaveza ukuthi yize la bafundi behlomula ngekharikhulamu ekhona manje, kodwa kunesikhenke mayelana nokuhlinzekwa kwezifundo zokwenziwayo. Izifundo ezifana neZolimo, Umculo, Ezokwakha, kanye neHome Management kumele zithathelwe phezulu emfundweni yamabanga aphansi. Imininingo yakhombisa ukuthi lezi zifundo zihlomisa abafundi bokufika ngamakhono okwenza izinto abasizayo ukuba baqale amabhizinisi abo, ngaleyo ndlela kuyabahlomisa bakwazi ukuzimela ngenxa yamakhono okubhekana nempilo yabo yonke. Ulimi, ukucwaswa, ukungasekelwa kanye nezinkinga zezimali zahlonzwa njengezinye zezithiyo abafundi bokufika ababhekana nazo ezenza bezwe ukufunda kungekuhle. Ukubeseka abafundi bokufika emakilasini obuliminingi, kwenziwa amaworkshop nothisha, abafundi kanye nabazali ukuze kutholwe izindlela zokwenza okuhlongozwayo kusebenze. Imihlangano yalekelela ekuhlomiseni othisha ngezindlela zokubhekana nesimo sabafundi bokufika emakilasini obuliminingi ahlanganisile.