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Language preferences of pre-service teachers who specialise in English and an African language

The aim of this article was to provide the language preferences by the pre-service teachers who specialise in English and an African indigenous language for their future employment. The focus was mainly on whether those pre-service teachers would take unsubsidised English and subsidised African indi...

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Main Authors: Sigudla, Malefeu Maria, Mabila, Thembinkosi E, Tirivangasi, Happy Mathew
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2021
Online Access:http://journalarticle.ukm.my/19022/1/52065-170948-1-SM.pdf
http://journalarticle.ukm.my/19022/
https://ejournal.ukm.my/ebangi/issue/view/1434
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spelling my-ukm.journal.190222022-07-22T08:44:56Z http://journalarticle.ukm.my/19022/ Language preferences of pre-service teachers who specialise in English and an African language Sigudla, Malefeu Maria Mabila, Thembinkosi E Tirivangasi, Happy Mathew The aim of this article was to provide the language preferences by the pre-service teachers who specialise in English and an African indigenous language for their future employment. The focus was mainly on whether those pre-service teachers would take unsubsidised English and subsidised African indigenous language specialisation. Different studies have investigated the contentious issue of language preference in education, particularly in South Africa. They report that African indigenous languages are insufficiently promoted despite the Constitution’s requirement for equitable treatment of all 11 official languages. The South African Department of Education department intervened to promote the African indigenous languages and to increase the number of teachers for African indigenous languages in schools; through Funza Lushaka Bursary Scheme. Language-in Education Policy (LiEP) was also put in place to promote various languages in unison. The available literature revealed a negative attitude towards the use of African languages. This results in a decline of the African indigenous languages; being unsupported, which poses a challenge particularly in rural areas. A qualitative study was conducted using semi-structured interviews among pre-service language teachers and a purposive sampling was employed. The results showed that most of the participants preferred to teach African indigenous languages (i.e. Sepedi/Xitsonga/TshiVenda) while the rest 30% preferred to teach English. Their preference was founded on a different individual motivation (e.g. culture carrier; language as a legacy; maintain identity; language exploration etc.). It is hoped that the preferred African indigenous languages would enhance the chances that the afore-mentioned languages are supported beyond the schooling period. In conclusion, the study contributed a body of knowledge that the pre-service teachers shown interest in teaching African indigenous languages for their future employment. Further, the researchers can conclude that Funza Lushaka Bursary Scheme is effective in curbing the lack of African indigenous language teachers because those languages were one of the scarce skills subjects in schools. A new body of knowledge was provided by this study that the pre-service teachers demonstrated interest in teaching African indigenous languages for their future employment.There is a need to investigate the sustainment of the African indigenous languages among new teachers in the teaching field. Penerbit Universiti Kebangsaan Malaysia 2021 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/19022/1/52065-170948-1-SM.pdf Sigudla, Malefeu Maria and Mabila, Thembinkosi E and Tirivangasi, Happy Mathew (2021) Language preferences of pre-service teachers who specialise in English and an African language. e-BANGI: Jurnal Sains Sosial dan Kemanusiaan, 18 (9). pp. 134-146. ISSN 1823-884x https://ejournal.ukm.my/ebangi/issue/view/1434
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description The aim of this article was to provide the language preferences by the pre-service teachers who specialise in English and an African indigenous language for their future employment. The focus was mainly on whether those pre-service teachers would take unsubsidised English and subsidised African indigenous language specialisation. Different studies have investigated the contentious issue of language preference in education, particularly in South Africa. They report that African indigenous languages are insufficiently promoted despite the Constitution’s requirement for equitable treatment of all 11 official languages. The South African Department of Education department intervened to promote the African indigenous languages and to increase the number of teachers for African indigenous languages in schools; through Funza Lushaka Bursary Scheme. Language-in Education Policy (LiEP) was also put in place to promote various languages in unison. The available literature revealed a negative attitude towards the use of African languages. This results in a decline of the African indigenous languages; being unsupported, which poses a challenge particularly in rural areas. A qualitative study was conducted using semi-structured interviews among pre-service language teachers and a purposive sampling was employed. The results showed that most of the participants preferred to teach African indigenous languages (i.e. Sepedi/Xitsonga/TshiVenda) while the rest 30% preferred to teach English. Their preference was founded on a different individual motivation (e.g. culture carrier; language as a legacy; maintain identity; language exploration etc.). It is hoped that the preferred African indigenous languages would enhance the chances that the afore-mentioned languages are supported beyond the schooling period. In conclusion, the study contributed a body of knowledge that the pre-service teachers shown interest in teaching African indigenous languages for their future employment. Further, the researchers can conclude that Funza Lushaka Bursary Scheme is effective in curbing the lack of African indigenous language teachers because those languages were one of the scarce skills subjects in schools. A new body of knowledge was provided by this study that the pre-service teachers demonstrated interest in teaching African indigenous languages for their future employment.There is a need to investigate the sustainment of the African indigenous languages among new teachers in the teaching field.
format Article
author Sigudla, Malefeu Maria
Mabila, Thembinkosi E
Tirivangasi, Happy Mathew
spellingShingle Sigudla, Malefeu Maria
Mabila, Thembinkosi E
Tirivangasi, Happy Mathew
Language preferences of pre-service teachers who specialise in English and an African language
author_facet Sigudla, Malefeu Maria
Mabila, Thembinkosi E
Tirivangasi, Happy Mathew
author_sort Sigudla, Malefeu Maria
title Language preferences of pre-service teachers who specialise in English and an African language
title_short Language preferences of pre-service teachers who specialise in English and an African language
title_full Language preferences of pre-service teachers who specialise in English and an African language
title_fullStr Language preferences of pre-service teachers who specialise in English and an African language
title_full_unstemmed Language preferences of pre-service teachers who specialise in English and an African language
title_sort language preferences of pre-service teachers who specialise in english and an african language
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2021
url http://journalarticle.ukm.my/19022/1/52065-170948-1-SM.pdf
http://journalarticle.ukm.my/19022/
https://ejournal.ukm.my/ebangi/issue/view/1434
_version_ 1739829179664302080
score 13.211869

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