Experiences in a tutoring programme for BEd Foundation Phase isiXhosa first-language students

• Published in: Reading & Writing Vol. 11; no. 1; pp. 1 - 9
• Main Authors: Carnow, Anneline J., Steenkamp, Andries, Ekron, Christélle
• Format: Journal Article
• Language: English
• Published: Cape Town African Online Scientific Information Systems (Pty) Ltd t/a AOSIS 2020; AOSIS (Pty) Ltd; AOSIS; AOSIS Publishing on behalf of the Literacy Association of South Africa (LITASA)
• Subjects: Academic Failure; African Languages; Analysis; Case Studies; Classrooms; Cognition & reasoning; College students; Compensatory Education; Computer Literacy; Concept Formation; Constructivism (Learning); Councils; Difficulty Level; Digital literacy; Education; Educational Change; Educational Quality; English (Second Language); English as a second language learning; Foreign Countries; Higher education; Humanities, Multidisciplinary; Independent Study; Intervention; Journal Writing; Language of Instruction; language of learning and teaching; Language proficiency; Learning; Learning Processes; Literature Reviews; Mathematics Achievement; Native Language; Program Descriptions; Role playing; School enrollment; Schools; Second Language Learning; Social aspects; Social Sciences, Interdisciplinary; Stakeholders; Student Attitudes; Students; Teaching; Teaching Methods; Thinking Skills; Tuition; tutees; Tutoring; Tutors; under-preparedness; Undergraduate Students; White Students; Xhosa language; South Africa; United Kingdom; under-preparedness; tutoring; tutees; higher education; language of learning and teaching; tutors
• ISSN: 2079-8245; 2308-1422; 2308-1422
• DOI: 10.4102/rw.v11i1.259

Background IsiXhosa students enrolled for the BEd Foundation Phase qualification at a university in South Africa failed their first year in identified at-risk subjects, namely Mathematics in Education, Language in Education and Computer Literacy. The students stated the reasons for failure as not understanding the concepts and terms of the subjects presented to them in English. Objectives A tutoring programme was initiated in the home language of the students with the aim of improving their understanding and chances at success. Method Semi-structured interviews and reflective journals within a qualitative case study were used to understand how the tutees and tutors as key role players, the programme coordinator, lecturers in the three subjects and the tutor trainer experienced the tutoring programme. The study was framed within social constructivist theory and an interpretative paradigm employed for analysis of data. Results The findings suggested that tutoring in their home language grants isiXhosa students an improved understanding of the concepts and terms of the course material, which they had difficulty understanding. Conclusion Tutoring in the home language should become a mandatory practice for students whose home language is not the language of learning and teaching in the institution. The study contributes to knowledge on how tutoring in the home language provides isiXhosa students access to the curriculum by assisting them in minimising their struggles with English as the language of learning and teaching.