Failure to launch: matching language policy with literacy accomplishment in South African schools
Failure to launch: matching language policy with literacy accomplishment in South African schools
复制标题
未能启动：将语言政策与南非学校的识字成绩相匹配
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
E. Pretorius
中科院分区：
文献类型：
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作者：
E. Pretorius
摘要本文认为，南非的教育危机在很大程度上源于识字问题。在南非，在审查大规模扫盲评估的证据时，使用主要语言对正规学校教育有益的预测并没有得到明确的满足。了解其中的原因对于改善早期教育中非洲语言的使用至关重要。本文探讨了祖鲁语和英语阅读识字技能的四年级队列的学习者经过三年的学校教育，在他们的母语。研究显示，这两种语言的阅读水平都很低，这表明语言政策和识字水平之间存在不匹配。有人建议，在学校，非洲语言作为初始LoLT成绩不佳的主要原因之一在于在这些学校的课堂实践的口头导向。提出了一种更全面的语言教育模式，强调小学语文的识字能力可能有助于将重点转移到它应该在的地方。
Abstract This article argues that the education crisis in South Africa stems largely from a literacy problem. The prediction that use of the primary language is beneficial in formal schooling is not unambiguously met in the South African context when examining evidence from large-scale literacy assessments. Understanding the reasons for this is critical for improving the use of African languages in early schooling. This article examines the Zulu and English reading literacy skills of a Grade 4 cohort of learners after three years of schooling in their home language. The research reveals low reading levels in both languages, suggesting a mismatch between language policy and literacy accomplishment. It is suggested that one of the primary reasons for the poor results in schools that have African languages as initial LoLT lies in the oral orientation to classroom practices in these schools. A more fully specified language in education model is proposed where an emphasis on literacy in the primary language may help to shift the focus where it belongs.