Support for learners with language barriers to learning in Mafikeng area Primary Schools
Mampe, Moshweu Simon
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The purpose of this study was to investigate the factors that impede support for learners with language barriers to learning and the availability of support structures in selected mainstream primary schools in the Mafikeng Area Office of the North West Province, South Africa. The theoretical framework of this study was underpinned by the critical emancipatory theory. The principles which forms the basis for the proposed model of this study. The study was qualitative in nature. Interview schedules were used to collect data. The researcher used semi-structured interviews, open-ended interview schedules and observation checklists coupled with field notes to collect data, including document analysis. The researcher interviewed ten Learners with Special Education Needs (LSEN) teachers, two District Education Specialists (DES), two Special School teachers and ten learners with language barriers to learning, two Institutional-Level Support Team (ILST) members and two District-Based Support Team (DBST) members. The interviewees were purposively selected from five mainstream primary schools in Mafikeng Area Office. A tape recorder was used for the play of recorded information that was simultaneously transcribed for analysis. The findings reveal that mentoring and support, which are critical professional attributes that exemplify the interaction and support practices of the South African school curriculum,are not adequately provided in education for both mainstream primary school teachers and learners with language barriers to learning. The study also establishes that there are inadequate structures and programmes in mainstream schools that facilitate support for learners with language barriers to learning. Based on the findings of the study and literature that was reviewed, an appropriate model for enhancing support for learners with language barriers to learning in Mafikeng Area Office was developed and proposed for consideration and possible adaptation.
- Education