Abstract
The aim of the research on which this dissertation is based was to investigate how mother-tongue instruction (isiZulu) could be used in a Grade 9 Social Sciences class to facilitate inclusive learning and teaching. To this end, the research probed the manner in which a group of participating educators conceptualised mother-tongue instruction within the context of inclusion, as well as the challenges that they faced in teaching Grade 9 Social Sciences in English to non-English speakers. For ease and convenience, in this qualitative study, the research group comprised educators teaching Social Sciences to a selected Grade 9 class in which all the learners were isiZulu-speaking and had previously been taught through the medium of English. Grade 9 was furthermore selected because the researcher taught in this grade, which meant that the data would be readily accessible. The study adopted a participatory action research (PAR) approach in which the members of the research group critiqued and reflected on their practice to improve it. To contextualise the research and maintain a balanced broad perspective on the thorny issue of educational language planning, the study briefly examined the nature and implementation of language policies in other African countries such as Zimbabwe, Tanzania and Kenya. The findings of this qualitative study indicated that those learners who had been taught in their mother tongue, or in the same language spoken at home and in the community, generally developed better skills in other languages and even performed better in other areas of study. From the findings it is evident that, given the dearth of knowledgeable educators in the Gauteng province committed to the implementation of mother-tongue instruction and learning, the Gauteng Department of Education needs to provide the requisite teacher training and stimulate the production of study materials to pave the way for the implementation of mother-tongue based instruction. Consequently, the current policies regulating the teaching and learning of Grade 9 Social Sciences in the Gauteng Province are in urgent need of review to create the best opportunities and ensure the best results for the learners concerned.
M.Ed.