%0 Journal Article
%T Teaching strategies to support isiXhosa learners who receive education in a second/third language
%A E Barnard
%A M Van der Westhuizen
%A T Kotz¨¦
%J -
%D 2017
%X There are a number of challenges related to teaching in a multi-linguistic classroom. Despite the literature clearly indicating how learners acquire learning, there is still a dearth of material on descriptions of current support provided to learners within the theoretical framework of Bronfenbrenner¡¯s ecological systems theory. In an attempt to resolve these challenges, this article explores and describes challenges regarding teaching strategies to support isiXhosa-speaking learners in Grade One, whose home language is different from the LOLT in their schools. A qualitative research design was used supported by the exploratory, descriptive and contextual research methods. A sample was selected of Grade One teachers from schools in different socio-economic areas in the Western Cape. Data was collected through semi-structured interviews. The findings provided a clear description of challenges and needs experienced by both the learner and the teacher. Conclusions were made in terms of Bronfenbrenner¡¯s ecological systems theory. Based on the findings, practical recommendations were made regarding teaching strategies for language support to Grade One isiXhosa learners.
%K Bronfenbrenner¡¯s ecological systems theory
%K language of learning and teaching [LOLT]
%K multi-linguistic
%K teaching and learning strategies
%K third/second language support
%U https://www.ajol.info/index.php/saje/article/view/160867