Abstract
Abstract:
This article is a critical analysis of how a black urban primary school in South Africa
used dual medium in two Grade R (Reception year or kindergarten) classes. An
ethnographic inquiry was conducted in a township primary school, informed by
sociocultural theory. The sample comprised children, teachers and parents of
classes divided by the school according to the learners’ home languages. Data
collection included interviews, observations, artefacts and a reflective journal,
analysed using Atlas.ti software and Brewer’s steps of analysis. Language
code-switching and translation were mainly employed by teachers to address
language complexity emanating from internal and external factors affecting the
school. Having to learn in a dual medium of one African language or home
language and English highlighted the need to revisit the crucial area of language
development and acquisition in early childhood development and foundation
phase learners.