About this paper

Appears in:
Page: 7853 (abstract only)
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.2088

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

CHALLENGES FACING AFRICAN LEARNERS WHO LEARN IN ENGLISH IN BLACK TOWNSHIP SCHOOLS OF MELODING, VIRGINIA. A SOUTH AFRICAN PERSPECTIVE

V. Moeketsi

Central University of Technology (SOUTH AFRICA)
One of the main objectives of education is to provide learners with skills that will develop good qualities like hard work, morality, honesty and humanity so that they become better citizens in their future lives. To achieve these qualities, the education system of the country should be comprehensible and effective so that it affords learners with opportunities to participate fully in the political, religious and socio-economic organisations of the country. The aim of this paper was therefore, to examine challenges that African learners face in classrooms where English is used as a medium of teaching and learning. In the discussion, it was argued that English as a medium of instruction, serves as an impediment in the progress of African learners who for the first time have to speak and write in the language that is foreign to them. This affected their performance, and consequently, many had to drop out of school as a result of frustration. The researcher interpreted this state of affairs within the context of geographical learning theory. This research used qualitative method because human learning or study is best researched by using qualitative data. The population in this research paper comprised learners, teachers and members of the community, and the location of research was Meloding Township in Virginia, South Africa. As the qualitative data collection usually uses a typically small sample size, twenty five (20) people were interviewed. The findings revealed that learners who come into contact with the new language in the learning environment experience a great deal of anxiety, and high failure rate becomes the order of the day. In conclusion and recommendations, it was suggested that the learners should learn in mother tongues in order to achieve objectives of education.
@InProceedings{MOEKETSI2017CHA,
author = {Moeketsi, V.},
title = {CHALLENGES FACING AFRICAN LEARNERS WHO LEARN IN ENGLISH IN BLACK TOWNSHIP SCHOOLS OF MELODING, VIRGINIA. A SOUTH AFRICAN PERSPECTIVE},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.2088},
url = {http://dx.doi.org/10.21125/iceri.2017.2088},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {7853}}
TY - CONF
AU - V. Moeketsi
TI - CHALLENGES FACING AFRICAN LEARNERS WHO LEARN IN ENGLISH IN BLACK TOWNSHIP SCHOOLS OF MELODING, VIRGINIA. A SOUTH AFRICAN PERSPECTIVE
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.2088
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 7853
EP - 7853
ER -
V. Moeketsi (2017) CHALLENGES FACING AFRICAN LEARNERS WHO LEARN IN ENGLISH IN BLACK TOWNSHIP SCHOOLS OF MELODING, VIRGINIA. A SOUTH AFRICAN PERSPECTIVE, ICERI2017 Proceedings, p. 7853.
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