Abstract
Abstract : This dissertation is an exploration of the literacy practices of selected French-speaking Cameroonian immigrant families living in Johannesburg, South Africa. Since the dawn of democracy in South Africa, Cameroonians have been migrating to this part of the world, in search of greener pastures. As Francophone Cameroonians migrate to South Africa, their children have to school in a context that is predominantly English or the indigenous languages in which they lack proficiency. Guided by a sociocultural theory of learning and the New Literacy Studies (NLS), and supported by the view that "literacy is a social practice", this study examines some of the literacy practices of Cameroonian immigrant families living in Johannesburg as well as their potential contribution to school literacies. Language was highlighted as a hindrance to communication in the school context as well as a hindrance to academic achievement for these immigrant learners. This study was conducted at the homes of Cameroonian immigrant families as well as in two public schools in Johannesburg. At the homes, six mothers and six children were observed and interviewed. At schools, learners were observed and interviews were conducted with three language educators and one school principal. Qualitative case studies were utilized to establish the literacy practices of Cameroonian immigrant learners in Johannesburg. The data was analyzed using content analysis. The study contributes to enlightening educators on the literacy practices of some of the children they teach. Such knowledge is vital in assisting educators and educational stakeholders to understand why some children are more literate than others.
M.Ed. (Educational Linguistics)