Consequence of home language as the language of teaching and learning

Home language in early childhood education

Research Paper (postgraduate) , 2023 , 48 Pages , Grade: R-3

Pedagogy - Nursery Pedagogy, Early Childhood Education

The assumption that using home language to educate foundation phase has an influence on educational and academic outcomes is extremely proven. There is a widespread belief that utilising mother tongue to teach learners in the foundation phase expedites learning process and improves learners’ comprehension. However, there’s a widespread misconception that this comes with a negative effect. Making use of home language to teach lower grades learners can have an impact when they change to a new context whereby they’re no longer taught by their native language. The objective of this paper was to investigate the affect of imploying native language to instruct learners in lower grades. A qualitative research approach was used. The research’s population comprised all the teachers who teach the early childhood phase. Purposive sampling was utilised to select the most appropriate educator’s as research participants. The researcher thus selected 3 most acceptable foundation phase teachers for data collection. Semi-structured interviews were used to obtain data. The acquired data was thematically evaluated. The study found that young learners grasp and understands learning materials more effectively when they’re instructed in their native language. Nevertheless, constantly using home language can also cause learners to struggle with English in the future and has an impact in their academic success. The researcher proposes that learners in lower grades be taught in a language they think in and speak always, yet it also makes it simpler for educators to teach learners with understanding. Thus, the author recommends that all textbooks, work books, lesson plans, educational media, teaching materials, learning materials and related literature in early grades be made available in native language.

Abstract and keywords

The assumption that using home language to educate foundation phase has an influence on educational and academic outcomes is extremely proven. There is a widespread belief that utilising mother tongue to teach learners in the foundation phase expedites learning process and improves learners’ comprehension. However, there’s a widespread misconception that this comes with a negative effect. Making use of home language to teach lower grades learners can have an impact when they change to a new context whereby they’re no longer taught by their native language. The objective of this paper was to investigate the affect of imploying native language to instruct learners in lower grades. A qualitative research approach was used. The research’s population comprised all the teachers who teach the early childhood phase. Purposive sampling was utilised to select the most appropriate educator’s as research participants. The researcher thus selected 3 most acceptable foundation phase teachers for data collection. Semi-structured interviews were used to obtain data. The acquired data was thematically evaluated. The study found that young learners grasp and understands learning materials more effectively when they’re instructed in their native language. Nevertheless, constantly using home language can also cause learners to struggle with English in the future and has an impact in their academic success. The researcher proposes that learners in lower grades be taught in a language they think in and speak always, yet it also makes it simpler for educators to teach learners with understanding. Thus, the author recommends that all textbooks, work books, lesson plans, educational media, teaching materials, learning materials and related literature in early grades be made available in native language.

KEYWORDS:Home Language, native language, language of teaching and learning, foundation phase, impact, teachers’ experiences.

Acknowledgement

John F. Kennedy once said “we must find time to stop and thank the people who make a difference in our lives.”

So here I am:

From the bottom of my heart thanking the mighty God of sione, for with him nothing shall be impossible, LUKE 1:37. My mom Florah Ritsuri, for always believing in me almost more than I believe in myself. My sister Mapula Mashila, for supporting and believing in me when I lose faith in myself, your love is priceless. My little muse Nakisani, my life started with you that’s why you’re my reason for being. My fiancée Hargraves Peter, for being my GPS, I’d be going astray without you but your love and support keeps me on the right direction, I love you wholeheartedly, thanks for being my pillar. Dr Sikhwari and everyone else who helped me out with this paper, thanks a lot. “It all seem impossible until it’s done”, Nelson Mandela.

TABLE OF CONTENTS

Abstract and keywords...ii

Declaration...ii

Acknowledgement...iii

CHAPTER 1 – INTRODUCTION AND BACKGROUND...1

1.1. Introduction and background...1

1.2. Statement of problem...2

1.3. Aim and objectives of study...3

1.3.1. Aim...3

1.3.2. Objectives...3

1.4. Research questions...3

1.5. Significance of the study...3

1.6. Definition of key concepts...4

1.7 Research methodology...4

1.7.1 Research Method...5

1.7.2 Research Design...5

1.7.3 Study population and research area...6

1.7.4 Sampling...6

1.7.5 Data collection...6

(a) Semi-structured Interview method...6

1.7.8 Data analysis...7

1.8. Quality criteria...7

1.8.1 Credibility...7

1.8.2 Transferability...8

1.8.3 Dependability...8

1.8.4 Confirmability...8

1.9. Ethical considerations...9

1.9.1 Anonymity...9

1.9.2 Informed consent...9

1.9.3 Permission...9

1.9.4 Confidentiality and Privacy...9

1.9.5 Voluntary Participation...10

1.10. Conclusion...10

CHAPTER 2 - LITERATURE REVIEW...11

2.1. Introduction...11

2.2. Theoretical framework...11

2.3. Language policy for schools in multi-language countries...13

2.4. The advantages using home language to teaching in lower grades...14

2.5. Challenges of using home language to teach...16

2.6. The impact of using Home language to teach in lower grades...17

2.7. Conclusion...18

CHAPTER 3 - RESEARCH METHODOLOGY...19

3.1 Introduction...19

3.2 Research paradigm...19

3.3 Research Method...20

3.4 Research Design...21

3.5 Population...22

3.6 Sampling...22

3.7 Data collection...23

3.8 Data analysis...23

3.9 Quality criteria...23

3.9.1 Credibility...24

3.9.2 Transferability...24

3.9.3 Dependability...24

3.9.4 Confirmability...24

3.10 ETHICAL CONSIDERATIONS...25

3.10.1 Anonymity and privacy...25

3.10.2 Informed consent...25

3.10.3 Voluntary Participation...26

3.10.4 Protection from harm...26

3.11 Conclusion...26

CHAPTER 4 - DATA PRESENTATION, INTERPRETATION AND ANALYSIS...27

4.1. Introduction...27

4.2. Demographical information...27

4.3. Data presentation and interpretation...28

Theme 1 – Advantages of using home language in teaching and learning...28

Theme 2 – Challenges of using home language in teaching and learning...30

Theme 3 – the impact of using home languages in teaching and learning...31

4.5. Conclusion...32

CHAPTER 5 - CONCLUSION AND RECOMMENDATIONS...33

5.1. Overview reflection of the study...33

5.2. Recommendations...34

5.3. Conclusion...35

5.4. Area of further research...35

REFERENCES...36

ANNEXURES...39

APPENDIX A – Principal consent letter...39

APPENDIX B – Teacher’s consent letter...40

APPENDIX C – interview questions...41

CHAPTER 1 – INTRODUCTION AND BACKGROUND

1.1. Introduction and background

Education plays a vital role in shaping the lives of individuals and societies, serving as a catalyst for personal and societal development (Kretzer & Russell, 2019). In diverse countries like South Africa with multiple official languages, the language of instruction in schools is a topic of great importance (Pinxteren, 2022). The Foundation Phase, encompassing the first three years of formal schooling, is a critical stage in a child's educational journey. Recognizing the significance of language in the learning process, several researchers have explored the impact of using home language as the medium of instruction during this phase (Madadzhe, 2019)

South Africa is renowned for its linguistic diversity, with eleven official languages recognized by the constitution. However, historically, the educational system was predominately oriented towards English and Afrikaans, disadvantaging students whose home language differed from the medium of instruction. This scenario led to a growing recognition of the importance of embracing multilingualism and the potential benefits of utilizing home languages for instruction, particularly in the Foundation Phase (Pinxteren, 2022). Home language serves as the foundation for literacy skills, comprehension, and critical thinking, influencing a child's ability to engage with new information effectively (Taylor & Fintel, 2016). By instructing young learners in their mother tongue, educators can provide a supportive and inclusive environment that fosters optimal learning outcomes.

Recent studies have explored the advantages of using home language as the medium of instruction in South Africa's Foundation Phase. These studies have shown that when children are taught in their mother tongue, they tend to exhibit higher levels of cognitive development, acquire language skills more efficiently, and display enhanced self-esteem and confidence in the learning process (Kretzer & Russell, 2019). Furthermore, Madadzhe (2019) posits utilising home language instruction promotes cultural preservation, acknowledging and validating the diverse cultural identities of students within the classroom.

Despite the potential benefits, implementing home language instruction in the Foundation Phase also poses several challenges. Firstly, the availability of qualified teachers proficient in various home languages is a significant constraint (Probyn, 2017). Language policy reforms and capacity-building initiatives are necessary to address this issue effectively. Secondly, concerns have been raised about the potential negative impacts on students' English proficiency, given the significance of English as a global language and for future socio-economic opportunities (Madadzhe, 2019). Therefore, a balanced approach that gradually transitions to English as a medium of instruction should be considered.

The impact of utilizing home language for instruction in South Africa's Foundation Phase schools has gained significant attention in recent years. Researches have indicated that embracing children's home language in the classroom can lead to improved cognitive, linguistic, and socio-emotional outcomes (Kretzer & Russell, 2019; Pinxteren, 2022). However, implementing such practices requires careful consideration and should be progressively implemented with conscious of the potential risks. This research paper seeks to explore the consequence of using home language to teach in foundation phase schools in South Africa.

1.2. Statement of problem

With the hope that their children will be more intelligent, self-assured, and successful than those who are taught in their native tongue, many parents in South Africa send their learners to private schools where the curriculum is taught entirely in English. But education doesn't start in the classroom. Learners start to learn home language from their home and societal background before they can learn it at school. Learners continue to learn home language at school as they engage in the process of official language learning. This according to Kioko (2015) presents a major or significant changes or development to home language as teachers in schools decide on the content to teach, how to teach and what curriculum and materials are important for better learning. This study set out to look at the affects’ of employing home language throughout the foundation phase of teaching and learning.

1.3. Aim and objectives of study

1.3.1. Aim

Ø The purpose of this paper is to examine the affects’ of mother language usage in foundation phase teaching and learning.

1.3.2. Objectives

The study will also be supported by the following objectives:

Ø to determine the benefits of employing the student's native language throughout the foundational phase of teaching and learning;

Ø to recognising the impacts in educating foundation-phase learners in their own language;

1.4. Research questions

This study was guided by the following research questions:

Ø What are the benefits of using home language to teach learners in the foundation phase?

Ø What are the major challenges do you experience when you have to use home language to teach learners in the foundation phase?

Ø What impact does the teacher’s use home language has when you use it to teach learners in foundation phase?

1.5. Significance of the study

- The research is important for comprehending the necessity of using home language throughout foundation phase instruction.

- The study will assist schools and forward discussions to aid in creating a future language policy in the classroom. By describing the benefits, effects, and advantages of adopting home language to educate in foundation phase grades, the research will help with this element.

- Finally, the research will help schools re-plan their language strategies after taking the advantages of English fluency into account and weighing them against the advantages of being able to use English fluently.

1.6. Definition of key concepts

1.6.1. Home Language

- refers to a language that learners or a particular learner is most familiar with and most at ease with while reading, writing, and speaking. Typically, this is the language of our parents and community. As a result, the learner's home language is frequently (but not always) the same as the language they speak at home (Stein, 2017).

1.6.2. Language of Learning and Teaching

- refers to the instructional language that is utilised throughout the school day in the classroom (Stein, 2017). The term "Language of Learning and Teaching" (DBE, 2010:3) shall be used to refer to the linguistic medium in which learning and teaching, including assessment, take place for the purposes of this study.

1.6.3. Foundation Phase

- Grades R, 1, 2, and 3 make up the first period of instruction for the General Education and Training Band. It emphasises on fundamental abilities, concepts, and values, laying the groundwork for more advanced learning. The foundation phase consists of three learning programmes: literacy, numeracy, and life skills. The learners' native language serves as the medium of teaching (DBE, 2003).

1.7 Research methodology

The researcher details various aspects such as the research method, design, population, sampling, data collection and data analysis as the methodology for this research. In this manner, the researcher outlined the approach for data collection, the type of data she collected, instruments for data collection, sample of participants, sampling procedure or method for sampling and technique for data analysis for this research.

1.7.1 Research Method

Research method refers the approach to data collection which the research uses as the underlying framework for data collection. The researcher has used qualitative method or approach for this study. Qualitative method has be defined by Bhandari (2022) as a research approach with which a research can collect in-depth contextual or non-numerical data to gain rich understanding about certain phenomenon he or she investigates. So, the basic idea about qualitative method in a research is that it does not allow collection of statistical data as it exclusively allows collection of contextual data. The kind of data which the researcher sought to collect is the rationale behind choosing to use qualitative research method as it can fit appropriately. The researcher used interviews to collect data, which according to Bhandari is a qualitative method of data collection that affords researchers to collect in-depth comprehension of a phenomenon researched. Given that it helps the researcher obtain data and propose solutions to the language policy conundrum in South African foundation phase schools, the qualitative research approach is consequently suited for this study.

1.7.2 Research Design

According to Creswell & Creswell (2018), a framework of research methodologies and procedures selected by a researcher for his or her inquiry constitutes a research design. For this study, the researcher employed a case study research approach. This approach was chosen because it will enable the researcher to gain a thorough, comprehensive grasp of a complex subject in the participants' actual social setting (Cherry, 2021). Research has the opportunity to delve into participants' individual responses to the difficulties that impact them differently by working with them in their natural setting.

1.7.3 Study population and research area

According to Tobi and Kampen (2018), a population is a sizable collection of individuals, organisations, products, and other things that have something in common and are of interest to researchers. In Vuwani, Limpopo Province, at Sundani Primary School, the researcher collected data for her study. The school only has foundation phase instructors and grades, with 10 total students and 109 total learners. The research study's participants were the instructors and students, while the school's physical location and interior served as the study's focus areas.

1.7.4 Sampling

According to Shuckla (2020), a research sample is a chosen subset of the population that has been predetermined for study, and sampling refers to the process used to pick a sample from the predetermined population. Ten teachers from Sundani Primary School were chosen as the study's sample.

The researcher employed a purposive sampling technique, enabling the researcher to create a standard for selecting study subjects from the chosen sample. Purposive sampling, according to Crossman (2020), is "a non-probability sample that is selected based on a population's characteristics and the study's purpose. Only three teachers who have knowledge of instructing foundation phase students in both their native tongue and English have been picked by the researcher.

1.7.5 Data collection

According to Canals (2017), data collection is the process through which a researcher gathers data for a study using a variety of data gathering instruments and methodologies. This study's researcher conducted interviews to gather data, and the approach is described below.

(a) Semi-structured Interview method

Semi-structured interviews, according to Canals (2017:390), are a methodology for gathering data in which a researcher asks study participants pre-selected questions while allowing them to respond anyway they see fit. In the Annexure C of this study, the researcher has included the interview questions. The associated interview questions were administered by the researcher to three research participants.

1.7.8 Data analysis

According to Calzo (2022), data analysis is the process of looking at data sets in order to identify trends and make inferences about the information they contain. In addition, Caulfield (2022) defines data analysis as a process with which a research breaks down his or her data into various components in order to logical examine it to identify a possible trend and relations so to draw proper inferences. For the purpose of data analysis, the researcher employed theme analysis. Thematic data analysis is the only sort of data analysis that was employed by the researcher. Furthermore, to Calzo (2022) states that the thematic technique of data analysis uses both historical and current data to determine how the value of a dependent variable is impacted by the change or stability of one or more independent variables. The motive behind choosing this method of data analysis is that it makes data presentation presentable, readable and easy to understand. This method's applicability is supported by the fact that it offers easily understandable data presentation, analysis and interpretations.

1.8. Quality criteria

The aspect of quality criteria is fundamental for formal academic research, especially researches that involves participants. For quality purposes, the researcher has observed the following aspects: credibility, transferability, dependability and conformability.

1.8.1 Credibility

Research credibility relates to the extent at which the research findings, interpretation and analysis are truthful (Sandström, 2018). In other words, credibility means that the research project itself should be made of legit content and honest appraisals. The researcher has achieved this aspect by ensuring that she is does not fabricate the research findings and further does not subjectively interpret the research data. In addition, the researcher did not manipulate the data analysis so to suit her perspectives.

1.8.2 Transferability

According to Sandström (2018), transferability entails to a degree at which the findings and conclusions of a particular study can be transferred to another environment or utilised on another population, but with related features. According to Sandström (2018), the term "transferability" refers to the extent to which the findings of a particular study may be applied to a new setting or population. This basically meant that the study is transferrable considering the full observation of quality criterion aspects which improve the viability and quality of the research.

1.8.3 Dependability

Dependability refers to the extent at which the research can be dependable and this is measured through assessing whether similar or related results would be achieved if another similar study was to be conducted (Mandal, 2018). The researcher followed all the processes and steps of conducting a research and thus ensured that the research is genuine. This basically implies that the research can be reproduced in case another similar study is conducted about the same topic.

1.8.4 Confirmability

According to Mandal (2018) refers to the accuracy and unbiased nature of the research findings. The research findings, interpretation and analysis have been conducted in a manner that is impartial and accurate. The researcher recorded the interviews to make sure that she listens to the research participants’ responses as many as possible to ensure that every response is captured correctly and interpretation were made while revisiting the literature review. The researcher thus ensured that the whole research project is confirmable.

1.9. Ethical considerations

Since this study involves people, the most important ethical consideration is that everyone who participates in it will be treated with respect and dignity, free from xenophobia, racism, or any other sort of prejudice. Additionally, this study will adhere to all of the following ethical issues.

1.9.1 Anonymity

Anonymity relates to the confidentiality of the personal identifies of the research participants. The research will thus keep the personal details such as names, identity numbers and addresses of the research participants anonymous.

1.9.2 Informed consent

The research consent has been obtained from the research participants before the data collection was conducted. The letters have been drafted and sent to research participants to obtain their consent. The researcher attached letters which provided detailed information about the nature and purpose of the research so that the research participants make informed decision.

1.9.3 Permission

The researcher has obtained the permission from school management, particularly the school principal to permit the researcher to conduct the research or data collection in the school. The researcher used a letter attached as annexure to obtain permission from the school principal.

1.9.4 Confidentiality and Privacy

The researcher has treated the data collection processes and the data itself with confidentiality and pricy. No third parties or unauthorised people were allowed to take part or be present when the data was collected.

1.9.5 Voluntary Participation

Given the fact that letters were given to research participants to give their consent to participate in the data collection, the researcher also outlined to the research participants that their participation is voluntary and they are free to withdrawal their consent any time.

1.10. Conclusion

According to the author, foundation phase teachers should continue to get enough and pertinent professional training from their teachers training institution in order for them to effectively teach in their native tongue. Additionally, it suggests that foundation phase students should continue to receive instruction in their native tongue because doing so will help them acquire the advanced literacy abilities they need to go on. The author does, however, also advocate for the availability of educational media, relevant literature, CAPS papers, and all instructors' yearly tracker and planning books in their native tongues.

CHAPTER 2 - LITERATURE REVIEW

2.1. Introduction

All of the aspects that this research aims to explore were introduced in the previous chapter. The earlier studies that are pertinent to the study issue are discussed in more detail in this chapter. Thus, the theoretical framework and empirical investigations will be reviewed critically in this literature review, which serves as Chapter 2 of this study.

2.2. Theoretical framework

Since learning and social interaction cannot be separated from one another and must occur between students and teachers, this research is based on Vygotsky's sociocultural theory (Kurt, 2020). According to Vygotsky's sociocultural view of human learning, learning is a social activity that is dependant on a society or culture, (Vygotsky, 1978:86). The key basis of this theory is the societal environment plays a significant role to cognition development for children.

Kendra (2022) asserts that social interaction can improve sociocultural theory learning, which can then become imprinted in a person's mental model. Every function that affects how a child develops culturally emerges twice: the first one is on the social level (interpsychologically), which is development brought in the society and the second one is on the personal level (intrapsychologically), which is a development that transpires within the child (Vygotsky, 1978:86). All cognitive functions, such as idea generation, logical memory, and voluntarily focused attention, fall under this category. Genuine human relationships are the basis for all higher functions (Vygotsky, 1978:57).

Another feature of Vygotsky's theory is the idea that cognitive development is limited to a "zone of proximal development" (ZPD). This "zone" is the area of study for which the learner has the necessary intellectual capacity, but development calls for support and social interaction (Kendra, 2022). The student may get "scaffolding" from an instructor or more seasoned peer to assist them as they develop more complex skills or a deepening understanding of various subject areas. Dialogue, modelling, scaffolding, and collaborative learning are techniques for fostering students' intellectual knowledge and abilities and encouraging intentional learning.

The sociocultural context, wherein students must spend time in places that affect their language acquisition and understanding, also has an impact on how language is used in teaching and learning. This implies that in order to make studying easier for students who struggle with certain languages—particularly EFAL—teachers occasionally need to speak to them in their own language. The sociocultural theory of Vygotsky acknowledges that a variety of circumstances, including language used at home, in communities, and elsewhere, might hinder learners' sociocultural interactions (Rees, 2019).

Even if Vygotsky's sociocultural theory suits this study nicely, there are several objections that are important to take into account. First, according to Chaiklin (2003:42), The Zone of Proximal Development (ZPD) is confusing since it doesn't consider a full picture of a child's learning needs, present skill level, or motivational factors. Furthermore, the ZPD does not outline the development process or how it actually occurs, claims Chaiklin (2003:43–46).

Additionally, Vygotsky's Socio-Cultural Theory dismisses the individual and places greater emphasis on the communal, according to Lui & Matthews (2005:392). Vygotsky believed that the mind was not recognised as separate from the group. In simply terms, Vygotsky contends that knowledge among children is a dependant variable, which its independent invariable is the environment within he or she lives(Rees, 2019). This clear implies that if a child lives in an environment that lacks knowledge about certain aspect, even such child may lack knowledge about such aspect. In contrary, if a child lives in a societal environment which is pundit about certain aspect, even such child will develop to be an expert about such aspect. This theory then puts more emphasise on the power of the environment on influencing children’s language learning (Kendra, 2022).

In addition, the concept ignores the possibility that individuals might transcend cultural standards based on their ability to promote interpersonal understanding (Lui & Matthews, 2005:392). Such individuals may be talented learners or remarkable children. Furthermore, not all social and cultural groups seem to be addressed by Vygotsky's socio-cultural theory, according to Saifer (2010:40). To put it another way, social groups could not be complete and equal, allowing every student to participate and derive the same meaning from it. But because collaboration and involvement vary from learner to learner, there is discrepancy for each student.

Additionally, each student has a distinct skill set, which limits what they may learn. For instance, students with learning disabilities or challenges may not (be able to) understand group discussions in the same way as students without these problems. Saifer (2010) 40. Despite these cristisms, the socio-cultural theory developed by Vygotsky may be utilised to analyse the research findings of this study since the environment has a significant impact on language learning and, consequently, the language used to instruct learners.

2.3. Language policy for schools in multi-language countries

There are other nations where two or more languages are officially spoken in addition to South Africa. Due to their history of colonialism, many African nations really have a variety of official languages. Not only in Africa, but also on other continents where some nations struggle to choose the best language for teaching and learning in schools since they have more than one official language.

A primary school's instruction language is a significant input into the function of producing education, according to Taylor & Fintel (2016). In many developing nations, the primary home languages that the vast majority of children speak are not well-developed for academic a purpose, which forces the adoption of another language as the primary language of instruction from an early age, such as English, Spanish, or French. This is also true in South Africa, where home language instruction is used in the majority of primary schools.

The research by Dockrell, Papadopoulos, Mifsud, et al. (2022) shows that certain European nations share the phenomenon of having numerous official languages. As an illustration, there are three official languages in Belgium, (German, French and Dutch), there are three official languages in Luxembourg (German, French, and Luxembourgish), there are two official languages in Malta (English and Maltese); there are two official languages in Ireland (English and Irish), and there are two official languages in Finland (Swedish and Finnish). According to Dockrell, Papadopoulos, Mifsud et al. (2022), these nations likewise struggle with choosing one official language to be used for instruction.

In addition to researching African nations having more than one official language, Pinxteren (2022) struggled to choose a language for teaching and learning. For instance, there are over 40 languages spoken in Mozambique, compared to English and French in Cameroon and Arabic and French in Comoros. Although Portuguese is the official language of the nation, only around fifty percent of people speak it.

According to Kimmo (2017) the official and national languages have always been prioritized in language of instruction policies in Southeast Asia. But during the past 20 years, a multilingual education (MLE) movement has emerged in the area. Currently, Southeast Asian countries have quite different policies on the use of minority learners' native languages. In Cambodia, the Philippines, Thailand, and Vietnam, there is an increase in multilingual education that includes the learners' native tongue. Clearly, the problem which this study researched about does affect south Africa, but not South Africa only. Even some other parts of the world, mostly African countries and countries mentioned above.

2.4. The advantages using home language to teaching in lower grades

However, there are a lot of benefits to educating learners in their native tongue. The primary benefit is that it makes it simpler for learners to take up and learn different languages; for this reason, some teachers may choose to have foundation phase students learn English through the usage of their own home languages (Madadzhe, 2019).

According to Hussain (2017:4), learning a language is more difficult for children than it is for adults. This is so because adults often already have far better vocabulary than children do, which helps them understand what they read. As a result, learning one's mother tongue is quicker and simpler than learning other languages, and many people even adults have difficulty learning new languages. Children therefore need a language teacher that can adopt effective language methods to facilitate easy language learning.

The study by Kretzer & Russell (2019) aimed to identify the preferred language for instruction in Limpopo schools. The study was conducted in Limpopo province, whereby 110 schools were part of the study and 1094 teachers participated in the research. The study was quantitative in nature and sought to uncover the circumstances and attitudes behind the use of home language to teach in public schools.

According to the study, teachers alternate and combine languages to assist students grasp topics. They also employ code switching. In light of this, Kretzer & Russell (2019) hypothesised that the usage of home languages in the classroom is due to the fact that learners learn in their native tongues far more effectively than in any other language. The study also discovered that most students showed faster comprehension when taught in their native languages as opposed to FAL. The instructors also stated that if students were taught in their native tongue rather than FAL, they would be less likely to forget what they had learned (Kretzer & Russell, 2019).

Teaching African languages is essential since it may make it easier for pupils to understand concepts, enable them to pass assessments, and assist their performance in the future, claims Probyn (2017). This is a significant benefit. Early grades are when home language is most beneficial for learners. Starting school is something that introduces learner to an environment that is still strange in their lives although to some it may not be strange as they attended pre-school lesson (creche). This therefore necessitates that teachers should be more strategic to ensure that whatever they teach in schools, learners are able to follow up although they cannot teach English in grade R but they start teaching EFAL in grade 2. Since learners are still learning in their home language, EFAL becomes another strange subject to them since they can hardly understand even a one statement made in English.

It is clear from the above that the core benefit of using learners’ home language to teach is that learners learn fast and they engage in active learning than passive learning. Learners become interactive during the lessons and this is a sign that they comprehend and interested in what they are taught when they are taught in their own home language. In addition, using learners’ home language to teach creates a learner-centre approach of teaching, which is known to have many benefits in education for any grade.

2.5. Challenges of using home language to teach

The challenges surrounding the language policy in schools has been among other major aspects of debate for many years starting from apartheid until the present era of post-apartheid but is not yet a settled issue. The debate about the school language policy has been considered by Nkwashu, Madadzhe, and Kubayi (2015) to have ranged from in the pre-apartheid (1652-1949), apartheid (1949-1994) and post-apartheid eras (1994-to present). According to Probyn (2017) reinforced the issue of language policy in African context that the advocacy for use of bilingual or multilingual methods of teaching is still a challenge that is on-going and needs serious consideration despite the challenges it poses.

This implies that notwithstanding the fact that there are benefits from using home languages to teach, but there are however challenges which come with this language policy in provision tuition in schools. For example, Madadzhe (2019) claims that the most significant advantage of using home languages to teach is that it improves the retention and content comprehension by learners. However, Madadzhe points at a negative side that using home language to teach will necessitate that all study materials will be translated from English to home languages. This raises a concern for dysfunctionality and criticism for potential risk of linguistic errors during translation.

In addition, Kretzer & Russell (2019) posit it should be taken into account that South Africa has 11 official languages which the Constitution allows every learner to be taught on his or her home language. The basic problem according to Kretzer & Russell (2019) lies on finding the common language that will be used as the main language especially considering that the tertiary tuition is provisioned for students coming from different language background and therefore the need for one language is unavoidable.

Kretzer & Russell (2019) never deviated from acknowledging the fact that the use of home language in classrooms to teach also has the major advantage. The two researchers point out that the major issue with the use FAL language to teach is a barrier to learners’ understanding and memorising what they have been taught. Therefore, the use home language can serve as a remedy for this on-going problem. However, this goes back to the problem of the need to translate the study materials from English to different home languages, which poses a major threat of content to lose during translation as stated by Kretzer & Russell (2019) and also was raised by Madadzhe (2019) as a major concern. Consequently, using home language to teach and learn in schools has been faced with different challenges as discussed above and this study also sought to gain more understanding about these challenges.

2.6. The impact of using Home language to teach in lower grades

The fact that students in the majority of public secondary schools struggle to comprehend and speak English is not a recent phenomenon. If foundation phase instruction is conducted in home languages, students may find it difficult to acquire English in secondary and postsecondary school. Their academic performance in courses not taught in their mother tongues may suffer as a result.

The study by Frans (2018) looked into the challenges faced by students trying to acquire English as a second language in two higher education settings. According to Frans (2018:169), many secondary school graduates who register in institutes of higher learning have English proficiency levels that are rather low because they received the C, D, and E symbols. The majority's inability to fully participate in English subjects may be the main factor. Therefore, this study looks into the obstacles that prevent students from actively participating in English FAL discussions.

Khan et al. (2020:2920) examined the effects of subpar English performance at the secondary school level and discovered that it negatively impacts students' capacity to study other topics that are taught in English. This backs up Frans' (2018) assertion that learners' low English proficiency prevents them from participating in courses at the tertiary level and, as a result, makes it harder for them to learn as they cannot readily and assuredly respond to and ask questions during classes.

2.7. Conclusion

The conceptual and theoretical basis for this investigation were offered in this chapter. The theory utilised as pertinent to the investigation is the sociocultural theory. According to the hypothesis, the environment strongly influences how well people learn and use languages. In schools, language is utilised to educate and learn. Thus, the usage of native languages is influenced by a learner's English and native language proficiency. Teachers now instruct learnerss in both their native tongue and English as a result of this. The chapter also discussed the benefits and drawbacks of mother tongue instruction in early phase classrooms.

CHAPTER 3 - RESEARCH METHODOLOGY

3.1 Introduction

According to Khantri (2020:1437), the term "methodology" is used in research as a catch-all phrase to refer to core components of research such study design, approach, sample, data collecting, and data analysis. Thus, the chapter covers the aforementioned topics, and the researcher goes into great detail on each topic in the subheadings below.

3.2 Research paradigm

A research paradigm is a procedure or a framework for conducting research that has been validated and adopted by researchers and employed for many years (Kivunja & Kuyini, 2017:26). This researcher analysed three, namely paradigms, namely positivism, interpretivism, and pragmatism and thereafter selected the most suitable one.

The positivist paradigm, according to Khantri (2020:1435), takes the imprudent perspective by leaning on the belief that there is a single reality or truth, and researchers only need to measure or test it through research. Siddiqui (2019:256) notes that positivists hold that results from one research may be extrapolated to others of a similar sort, even if they are carried out in different settings and circumstances. Since this paradigm is predicated on rigid perception, it is only appropriate for quantitative study.

The positivist paradigm has been challenged by the interpretivist paradigm. The interpretivist paradigm contends that reality is explored, constructed, or rebuilt through interactions between research participants and study subjects (Pham, 2018:3). Thus, according to interpretivist theory, there is no one reality or truth. This implies that reality must be understood, and the researcher should interpret their findings based on their own reasoning and cognitive processing of the facts, which should be guided by their interactions with participants.

Pham (2018:4) adds that because this paradigm uses contextual data, it is better suited for qualitative research exclusively. This research paradigm is pertinent to the issue at hand in this investigation. This is true since the qualitative approach and case study design that employ contextual data or non-numeric data are supported by this study. The qualitative investigation and this paradigm both offer a flexible way of looking into a particular issue.

When this paradigm is used in language education research, it helps researchers to create perceptive local understandings of how particular phenomena are influenced by learners' life experiences, schools, classroom culture, and communities. Additionally, Dean (2018:3) claims that through interpretive research, educators can become more aware of the social, political, historical, and economic settings in which the students live their lives. This paradigm is without a doubt the most appropriate one for this study, and the researcher utilises it to guide her approach to problem-solving in this study.

Philosophers argued that a single scientific method used to conduct research with a single paradigm was insufficient to discover the reality of the actual world under the positivist paradigm or to determine the truth about the real world under the positivist paradigm (Paulus, 2017). As a result, the pragmatic paradigm was born. Mixed techniques are used by the pragmatic paradigm to comprehend participants' actual behaviours, the ideas that underlie those behaviours, and the outcomes that are expected to result from their various behaviours. Given that it typically calls for the employment of a mixed method research strategy, this paradigm is also irrelevant.

3.3 Research Method

Research technique, according to Claybaugh (2020), is the overarching approach used to do research and establishes a clear and logical framework to address a predetermined research issue through the gathering, interpreting, analysing, and debating of data. The study employed a qualitative research methodology. This is because the researcher had to gather non-numeric data due of the nature of the investigation. The researcher has gathered contextual information and investigated the effects of using home language as the primary language of instruction throughout the foundation phase.

According to Busetto, Wick, and Gumbinger (2020:2), researchers can utilize the qualitative technique to gather non-numerical data through questionnaires, observations, surveys, and interviews. Semi-structured interviews were employed by the researcher to collect qualitative data. Bhandari (2022) says that a qualitative technique provides researchers with a thorough insight of the reality of the study participants since it allows participants a flexible chance to respond to research questions. This is another rationale for employing this methodology. This qualitative study was grounded in an interpretative paradigm by the participants' sharing of their individual opinions, sentiments, or experiences of how the environment affected their spelling and writing. Last but not least, more of the data that the researcher gathered demanded that one carefully consider the subjective impression and interpretation of the learners' difficulties and experiences.

3.4 Research Design

The research design is the overall strategy you choose to logically and coherently combine the many study components, ensuring you will effectively address the research question (Creswell and Creswell, 2018). The case study research design was the one employed in this study among the many other types of research designs. According to Sileyew (2019), a case study is a qualitative, in-depth investigation of a specific subject, such as a person, group, location, event, organisation, or phenomenon. In social, educational, therapeutic, and commercial research, case studies are commonly employed.

Since the study examined the effects of using home language as the primary language of instruction in the foundation phase, the researcher determined that this design was the best one. According to Sileyew (2019), a case study is a suitable research strategy when you want to learn specialized, contextual, in-depth information on a certain real-world issue. In order to develop strong and pertinent suggestions, the researcher has used a case study research strategy to gain a thorough grasp of the research topic and its origin.

3.5 Population

McCombes (2022) defines a population study as a study of a group consisting of individuals identified from the broader population who share characteristics like age, sex, or physical condition. The study population consists of all of the teachers at Sundani Primary School in Vuwani, Limpopo Province. With 109 students, the school has 10 instructors. Only foundation phase instructors and grades are present in the school.

3.6 Sampling

According to Shuckla (2020), a research sample is a chosen subset of the population that has been chosen for study. Additionally, sampling was described by Berndt (2020) as a process used by researchers to choose a sample from the target population for study. Ten instructors of the foundation phase made up the research sample. To ensure that only individuals who are appropriate for the study's objectives are chosen, every participant will be chosen on purpose. Purposive sampling, according to McCombes (2022), is the selection of a non-probability sample based on the features of a population and the goal of the study. The most convenient sampling method is known as judging, selective, or subjective sampling, and it also offers researchers ease.

Purposive sampling has the benefit of allowing researchers to work with participants who share all of the specific social features that the study is looking for, such as a readiness to speak up in class or a tendency to remain completely silent in class. Only 3 instructors were interviewed since the researcher employed interviews as a technique of data gathering. The instructors that were interviewed are those who instruct in both their native tongue and EFAL. The instructors the researcher spoke with had more knowledge of the effects of teaching in both the home language and the EFAL in foundation phase schools, therefore this criterion helped the researcher gain the most pertinent data.

3.7 Data collection

Data collection has been defined by Canals (2017) as the process at which a researcher makes use of data collection methods such as interviews, questionnaires and surveys to get the responses from research participants for the purpose of his or her research. The researcher used the semi-structured interview approach to gather data for this study in order to address the research questions and accomplish the study's objectives. According to Canals (2017:390), semi-structured interviews need the researcher to prepare interview questions to ask research participants in order to get data that will help to answer research questions. The interview questions that were posed to the three research participants are provided as Annexure C.

Given that the qualitative approach to data gathering also uses interviews as a technique of data collection, the author employed the interview method to ask pertinent questions of the instructors in the sampling. The researcher was able to comprehend the individuals in-depth and interpret their experiences through interviews.

3.8 Data analysis

Data analysis refers to the process or approach used by researchers for examining the data they collected for their research. Data analysis, according to Calzo (2022), is the "process of evaluating sets of data in order to find trends and draw inferences about the data they contain." The acquired data were analysed by the researcher using thematic data analysis. In order to discuss and analyse pertinent data, Caulfield (2022) claims that the thematic data analysis approach entails segmenting data collected into several topics. As a result, the researcher gathered data and used themes that were in line with those goals to display it. This enabled it to be easier for the research to communicate its findings in an organized and cohesive manner.

3.9 Quality criteria

The quality criteria is purported to achieve and sustain the quality of the study. The researcher has considered and observed the following quality criteria aspects for this study.

3.9.1 Credibility

Research credibility relates to the extent at which the research findings, interpretation and analysis are truthful (Sandström, 2018). In other words, credibility means that the research project itself should be made of legit content and honest appraisals. The researcher has achieved this aspect by ensuring that she is does not fabricate the research findings and further does not subjectively interpret the research data. In addition, the researcher did not manipulate the data analysis so to suit her perspectives.

3.9.2 Transferability

According to Sandström (2018), transferability refers to “a point to which the results of a given study can be transferred to a different surrounding or used with a different population”. The researcher has collected data and related the data with past studies when conducting analsyis and interpretations. This basically meant that the study is transferrable considering the full observation of quality criterion aspects which improve the viability and quality of the research.

3.9.3 Dependability

Dependability refers to the extent at which the research can be dependable and this is measured through assessing whether similar or related results would be achieved if another similar study was to be conducted (Mandal, 2018). The researcher followed all the processes and steps of conducting a research and thus ensured that the research is genuine. This basically implies that the research can be reproduced in case another similar study is conducted about the same topic.

3.9.4 Confirmability

According to Mandal (2018) refers to the accuracy and unbiased nature of the research findings. The research findings, interpretation and analysis have been conducted in a manner that is impartial and accurate. The researcher recorded the interviews to make sure that she listens to the research participants’ responses as many as possible to ensure that every response is captured correctly and interpretation were made while revisiting the literature review. The researcher thus ensured that the whole research project is confirmable.

3.10 ETHICAL CONSIDERATIONS

Ethical considerations involve dealing with ethical aspects which makes the research to adhere to rules of the university and the laws of the country by not violating any rights including personal rights, and intellectual property rights. Thus, the researcher did not commit any plagiarism and all sources used in this study have been cited through in-text referencing and bibliography. The researcher further dealt with the following ethical aspects.

3.10.1 Anonymity and privacy

Anonymity relates to the confidentiality of the personal identifies of the research participants. The research will thus keep the personal details such as names, identity numbers and addresses of the research participants anonymous. The researcher has also treated the data collection processes and the data itself with confidentiality and pricy. No third parties or unauthorised people were allowed to take part or be present when the data was collected.

3.10.2 Informed consent

The research consent has been obtained from the research participants before the data collection was conducted. The letters have been drafted and sent to research participants to obtain their consent. The researcher attached letters which provided detailed information about the nature and purpose of the research so that the research participants make informed decision.

3.10.3 Voluntary Participation

The researcher has sent letters to research participants so that they give their consent voluntarily. The researcher did not use any lies, threats or improper influence to obtain the researcher’s voluntary participation. The researcher participants volunteered voluntarily after being informed about the nature and purpose of the study and why they are relevant for data collection.

3.10.4 Protection from harm

No research participant was harmed physically. In addition, the researcher ensured that she does not mentally, psychologically and emotionally hard the research participants. The data collection was strictly data collection with no comments or judgments of responses from the researcher. The researcher only focused on asking the research interviews and recording the responses.

3.11 Conclusion

The researcher gave consideration to the type and nature of data she intended to gather for her study, which served as the basis for her choice of technique and design. Semi-structured interviews and participant observation are used by the researcher to gather contextual data as part of a case study research strategy. The purpose of the research is to determine the effects of using home language as the primary language of instruction throughout the foundation phase. Additionally, the researcher provided appropriate evidence of the handling of ethical issues and the calibre of her data.

CHAPTER 4 - DATA PRESENTATION, INTERPRETATION AND ANALYSIS

4.1. Introduction

This chapter presents the data obtained, following the preceding chapter's explanation of the study methodology and strategy for data collection and analysis. The researcher provided the interview-related data. Only three teachers were interviewed with.

The data analysis approach (thematic data analysis method) described in the preceding chapter served as the researcher's guidance in interpreting and analysing the data. Data analysis is the process of dissecting data into different themes and critically analysing it while considering both advantages and disadvantages as well as the goal and goals of the study (Caulfield, 2022).

The thematic method of data analysis was employed by the researcher. Thematic analysis is a form of data analysis that allows researchers to group data into different themes and then analyse that data in the context of their research goals or questions, according to Calzo (2022). Simply said, the researcher may analyze all kinds of data concurrently using the thematic technique since it includes both the analysis of interview and observation data.

The given data will thus be divided by the researcher into numerous themes that are in line with the study objectives, and each theme-related set of data will be presented and examined. Additionally, the data analysis will try to address the study's objective, which is to investigate the effects of home language instruction in foundation phase schools.

4.2. Demographical information

The following table lists the demographics of the three teachers who participated in the study. The researchers maintained the privacy of the identification details of the research participants, therefore this demographic information does not reveal any personal information about them. In order to distinguish between learners and teachers, a short version such as "teacher and learner 1" will be utilised. The table below is aligned in accordance with how the researcher picked three educator in foundation phase to be participants for the data collection interviews for this study.

The table is not included in the reading sample.

4.3. Data presentation and interpretation

To adhere to the thematic technique of data analysis, the data is presented in their respective themes while concurrently analysed.

Theme 1 – Advantages of using home language in teaching and learning

Question: What are the benefits of using home language to teach learners in the foundation phase?

Teacher 1: “Even while learners are still acquiring the language's reading and writing skills, they can speak it fluently, which boosts their confidence in a new place like school, enables them to make friends, and also helps them comprehend the teacher's lesson plans. Learners may also use it to study the FAL. Home language facilitates participation, which facilitates learning.”

Teacher 2:“When a teacher instructs in their native tongue rather than FAL, learners learn more quickly and actively participate in class to demonstrate their understanding. When taught in English, students are more passive than engaged, which indicates low understanding.”

Teacher 3:“The main benefit is that when students are taught in their native tongue, they are able to learn quickly, lessons are effective, and students remember more knowledge. Because students appreciated the classes delivered in their own tongues, they even remember to complete their tasks..”

Since learning and social interactions cannot be separated from one another and must occur between students and teachers, this research is based on Vygotsky's socio-cultural theory (Kurt, 2020). Learning is a social activity that originates from society or culture, just like human cognition does, in accordance with Vygotsky's sociocultural theory of learning (Vygotsky, 1978:86). The main tenet of Vygotsky's theoretical framework is that social interaction is essential for the development of cognition.

Kendra (2022) asserts that social interaction can improve sociocultural theory learning, which can then become imprinted in a person's mental model. Every function that affects how a child develops culturally emerges twice: first on the social level and then on the individual level; first between people (interpsychologically) and then within the child (intrapsychologically) (Vygotsky, 1978:86). All cognitive functions, such as idea generation, logical memory, and voluntarily focused attention, fall under this category. Genuine human relationships are the basis for all higher functions (Vygotsky, 1978:57).

The notion that cognitive growth is constrained within a "zone of proximal development" (ZPD) is yet another component of Vygotsky's theory. This "zone" is the area of study for which the learner has the necessary intellectual capacity, but development calls for support and social interaction (Kendra, 2022). The student may get "scaffolding" from an instructor or more seasoned peer to assist them as they develop more complex skills or a deepening understanding of various subject areas. Dialogue, modelling, scaffolding, and collaborative learning are techniques for fostering students' intellectual knowledge and abilities and encouraging intentional learning.

The aforementioned research indicates that teachers utilise home language to instruct in foundation phase since students in these grades struggle to grasp English. This implies that until students are fluent enough in English to grasp all academic materials published in English, teachers try to establish an atmosphere where students can study everything in their home language, which is then translated to English. This implies that teachers establish the zone of proximal development so that students may learn more effectively without having to cope with linguistic differences and understanding barriers.

This is consistent with research by Madadzhe (2019) and Kretzer & Russell (2019), which found that students always do well in their native language when taught in that language. Even Probyn (2017) agreed that home languages help learners understand teachings more quickly. Everyone who took part in the study agrees that learning happens best when students are taught in their mother tongues. Participants in the study hypothesised that because students are motivated to learn, they also remember to do their assignments when classes are given in their native tongues.

Theme 2 – Challenges of using home language in teaching and learning

Question: What are the major challenges do you experience when you have to use home language to teach learners in the foundation phase?

Teacher 1: “Because most lesson plans in the foundation phase are written in English, it can occasionally be challenging for teachers to translate English words into their native tongues. This can make teaching and learning more difficult. For example, if a teacher doesn't know what an EGG is called in their native tongue, they might simply pass that word along and say, "I don't know what it means but I'll find out and tell you tomorrow," but tomorrow we move forward. Everything is taught to students during the foundation phase in their native tongue, including English, to facilitate greater understanding.”

Teacher 2:“There is lack of materials such that sometimes we just need to translate on chalk board which is of course not good as it consumes lot of time.”

Teacher 3:“The only challenge is that once learners get used to learning in their home language, they never want to go back to learning in FAL.”

These comments fit very nicely with the study's chapter 2 focus regarding obstacles and related reading. Both the lack of materials mentioned by teacher 1 and the translation issues mentioned by teacher 2 are consistent with previous research that discovered the same issue. Teacher 3 offers the unusual viewpoint that once students become accustomed to studying in their native tongue, they will never want to return to learning in English. This makes sense given that the participant also showed how much learners like studying in their mother tongue, which may be the reason they only desire to do so.

Theme 3 – the impact of using home languages in teaching and learning

Question – What impact does the teacher’s use home language has when you use it to teach learners in foundation phase?

Teacher 1: “It facilitates communication in the classroom because everyone can understand one another. It also helps in the upper phases of school because, after all, it is the language of competence in those phases. When students have trouble understanding something taught in FAL, we can translate it into their native tongue for clarification.”

Teacher 2: “ The impact I can think of is that learners will be more fluent in home languages than in English and the gap will be huge while we know that English is very important.”

Teacher 3: “Leaners will need a person to offer them extra lessons in secondary schools, otherwise they will fail left and write since there is no one to spoon feed them like we do.”

The research participants all essentially state the same thing in various ways. They highlight that English-language difficulties among students will have an impact on their future academic success. According to a research by Frans (2018), the majority of students in secondary and higher education have English proficiency issues. They could be owing to learners having extra lesson for EFAL as teacher 3 suggests.

The same assertion is made by Khan et al (2020:2920), who assert that students who struggle with English frequently suffer in other disciplines that are taught in English. This emphasises the idea that students' academic achievement might be impacted by their level of English proficiency. This is owing to the fact that learners may not grasp examination instructions and may not be able to communicate their responses in an appropriate way, which may lead to learners doing poorly.

4.5. Conclusion

Thematic analysis was used by the researcher to display and evaluate the data. According to the statistics gathered, students learn better when they are taught in their native languages as opposed to English. In line with the goals of the research, the results were concurrently presented and analysed within several topics. The drawback is that there is a chance that learners would struggle with English in the future and will therefore suffer in other disciplines.

CHAPTER 5 - CONCLUSION AND RECOMMENDATIONS

5.1. Overview reflection of the study

The study is divided into 5 chapters, with chapter 1 serving as the introduction and backdrop. The introduction, goals and objectives, basic methodology, and a few other key components were detailed in Chapter 1. The study's main goal was to examine the effects of adopting home language as the major medium for instruction and learning throughout the foundation period. The three themes of the research were as stated in the research goals. The first theme is the benefits of home language teaching during the foundation phase, the second theme is the difficulties of home language teaching during the foundation phase, and the third theme is the effects of home language teaching during the foundation phase. These ideas constitute the study's main points of emphasis.

The literature review, which made up the second chapter of the study, involved the researcher looking for journal articles and earlier empirical investigations that were pertinent to the study and analysing them. Regarding the first of them, the majority of studies have indicated that foundation phase learners benefit from being taught in their native tongues since they can comprehend concepts more rapidly. Regarding the second issue, the majority of research concurred that it was difficult to choose which home language to employ in courses when pupils spoke many native tongues. Regarding the third theme, some research has revealed that students who were taught in their native tongue during the foundation phase underperformed in later grades when such instruction was discontinued. According to some research, this subsequently had a detrimental impact on students' academic performance in upper grades and at the collegiate level.

The study approach described in Chapter 3 how the researcher gathered and analysed data. Semi-structured interviews were used to collect contextual data for the research's qualitative research technique and case study research design. Three foundation phase instructors were interrogated by the researcher. Additionally, the researcher presented, examined, and interpreted the data he obtained using a thematic approach. In order to ascertain whether there is any connection between specific home language instruction for learners and a certain phenomena, namely learners' academic achievement, the researcher employed the thematic technique of data analysis.

The presentation, analysis, and interpretation of data are covered in chapter four. Regarding topic 1, the study discovered that every participant concurred that teaching students in their native tongues helps them comprehend concepts more quickly. Thus, the academic viewpoints were supported by this. Regarding topic two, researchers lamented their difficulties teaching multilingual classes and translating from English to their native tongue. This reaffirmed the reliability of earlier research on the subject. Regarding the last topic, the research participants acknowledged that educating students in their native tongues had an impact on their capacity to use English fluently for learning, teaching, and assessment from secondary school through higher level studies. This may also have an impact on their employability. According to the study, instructors should exercise extreme caution when selecting the language they use to instruct students in the foundation phase since doing so might have long-lasting detrimental effects on the students' academic progress.

5.2. Recommendations

• Theme 1 – in regard to this theme, the researcher makes a recommendation that teachers should strive to strike a balanced integrated use of both home language and EFAL when they teacher learners in foundation phase despite the benefits of using home language to teach and learn. This will help maintain a balance between the two languages so that learners may easily understand the lectures and yet achieve FAL language proficiency.
• Theme 2 – The research goes further to consider the socio-cultural theory of Vygotsky, that the society plays a crucial role in language development of children. Therefore, as parents are the major influential people to language development of children, the researcher recommends that even parents should be engaged in dealing with the problem underlying this research. Parents should be consulted and advised to take their children to additional or extra class for EFAL so that learners can find learning easy even when EFAL is used as medium language for teaching and assessments. Teachers would no longer have to cope with the difficulty of translating and managing a bilingual classroom.
• Theme 3 – lastly, the researcher recommends that foundation phase teachers can collaborate with intermediate phase teachers in order to strategically plan how learners cannot be negatively affected by too much use of home language as teaching language. This is because teachers in foundation phase can use home language to teach, which may result with learners not having enough capacity to learning in EFAL. This can pose a challenge in intermediate phase and FET phase where EFAL is compulsory. Thus, the collaboration between teachers in intermediate phase and foundation phase can assist with better or calculated integration of using home language to teach in foundation phase.

5.3. Conclusion

The researcher draws the conclusion that studying in one's native tongue is advantageous for students while they are still in foundation phase classes after taking into account the data supplied and its interpretations. However, this might seriously harm students who are in secondary and higher school. Thus, it is the proper method to utilise home languages to educate students in foundation phase, but instructors should gradually normalise utilising FAL to teach. Learners in lower grades still struggle with FAL completion while to home setting using exclusively home languages.

5.4. Area of further research

The researcher advices academics to consider examining how learnerss in the primary grades (grades 1 through 7) could improve their FAL language acquisition outside of school but with the direction of instructors. This may support the work that teachers undertake in the classrooms because it invites participation from learners, parents, and other family members in the learning process.

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ANNEXURES

APPENDIX A – Principal consent letter

The table is not included in the reading sample.

APPENDIX B – Teacher’s consent letter

The table is not included in the reading sample.

APPENDIX C – interview questions

The table is not included in the reading sample.

Frequently Asked Questions about the Language Preview

What is the main topic of this document?

This document focuses on the impact of using home language as the medium of instruction in the foundation phase of schooling, particularly in South Africa. It explores the benefits, challenges, and overall effects of this approach on learners' educational outcomes.

What are the key themes discussed in the language preview?

The key themes include:

• The advantages of using home language in teaching and learning.
• The challenges associated with using home language in the classroom.
• The impact of using home languages on learners' academic success, particularly concerning English proficiency.

What research methods were used in the study?

A qualitative research approach was used, employing semi-structured interviews to collect data from foundation phase teachers. The data was then analyzed thematically.

What is the significance of the study?

The study aims to contribute to the understanding of the necessity of using home language in foundation phase instruction, inform the development of future language policies in schools, and help schools re-plan their language strategies by considering the advantages of both home language and English fluency.

What are some of the key concepts defined in the document?

Key concepts defined include:

• Home Language: The language a learner is most familiar and comfortable with.
• Language of Learning and Teaching: The language used for instruction in the classroom.
• Foundation Phase: The first three years of formal schooling (Grades R, 1, 2, and 3) in South Africa.

What theoretical framework is used in the study?

The study is based on Vygotsky's sociocultural theory, which emphasizes the role of social interaction and cultural context in cognitive development and learning.

What are some of the challenges of using home language instruction?

Challenges include:

• The availability of qualified teachers proficient in various home languages.
• Potential negative impacts on students' English proficiency.
• The need to translate study materials from English into multiple home languages.

What is the proposed solution from the study?

The researcher proposes that learners in lower grades be taught in their native language, while also incorporating a balanced approach that gradually transitions to English as the medium of instruction. All learning materials should be made available in the native language.

What ethical considerations were addressed in the study?

Ethical considerations included anonymity, informed consent, obtaining permission from school management, ensuring confidentiality and privacy, and voluntary participation of the research participants.

What recommendations are made for future research?

The document recommends further research into how learners in primary grades can improve their English language acquisition outside of school, with the guidance of teachers and the involvement of parents and family members.

• College: University of Venda (Education )
• Course: Honours in Early Childhood Education
• Grade: R-3
• Author: Mushaisano Mashila (Author)
• Publication Year: 2023
• Pages: 48
• Catalog Number: V1491742
• ISBN (PDF): 9783389048801
• ISBN (Book): 9783389048818
• Language: English
• Tags: Home language in early childhood education, home language in foundation phase