Pupils who do not speak English at home struggle not only with that subject at school but with every other subject taught in English.
That was the finding of Naadirah Abader, who will graduate on Thursday with a doctorate in education from Nelson Mandela University.
Abader, the English head of department at Sanctor High School in Port Elizabeth, has taught English home language for 28 years.
She said she had noticed how constant curriculum changes had a negative impact on Afrikaans and Xhosa pupils.
She was then inspired to enrol for her doctorate in 2014 under the education faculty, completing her research thesis earlier in 2018.
Abader’s research was based on how the experience of studying in a language other than their mother tongue affected pupils’ sense of identity.
She said: “The challenge is that they are not on the level of English home-language pupils and that is what inspired me.
“When learners are accepted into the school they are automatically placed in English home-language classes under the assumption that they speak English at home.
“Conversely, when they interact with peers they speak Afrikaans or isiXhosa.
“The feeder schools in our area do not offer Afrikaans classes any more, so every child in the area is now English-speaking [by default].
“When they enter the schooling environment, we realise that English is definitely not their home language.”
This then created language barriers within the classroom.
“Why these children are placed in English home-language classes when they are Afrikaans or isiXhosa speakers [should be asked].
“They could do academically better if they [are] taught in their mother tongue.”
Her doctorate study was done at Sanctor using 33 grade 8 pupils who were allowed to speak their home languages to better express themselves.
“I chose grade 8 learners because it is the entry grade into high school, they all come from different schools and the teachers have to start from scratch with a new group.
“I used Photovoice as a qualitative data-collection tool that afforded learners the opportunity to voice their concerns in their own voice and critically reflect on their own experiences – using metaphorical images to express themselves regarding English.”
Photovoice is a device used to capture non-numerical data such as video interviews, conducting focus groups and other methods of observation.
Abader said that from her research she had learnt that both pupils and parents had the idea that English is a “gateway” language.
“They believe English will get you into university or help you get a job. The truth of the matter is that children are struggling academically.
“Some learners are able to cope because they are academically strong, but the weaker child is affected.
“My findings made me realise that these learners are open [to] suggestions for help and very eager to find solutions to assist them to better cope in the English home language classroom.
“They know they have this barrier – if you’re struggling in English class, you’re struggling in other learning areas.”
Abader said from doing her research at Sanctor, the teachers at her school now knew to be more discerning when it came to an Afrikaans or Xhosa pupil who was experiencing difficulties with their subject.
“The children also pointed out in their Photovoice that the curriculum must be better explained to their parents, so they, too, can understand the challenges they [face].
“I learnt these children often are afraid of expressing themselves, they are anxious to speak English and are overwhelmed with all the work they need to remember.
“If you are Xhosa and another isiXhosa-speaking person explains the work to you in Xhosa, it makes it easier for you to do the task in English.
“Children then develop multiple identities because they have multifaceted lives – they learn in English, go home and speak Afrikaans and their friends are Xhosa.
“It becomes confusing for a child and it affects their command of the English language.
“My study recommended that schools equip themselves with strategies to assist learners to improve on academic outcomes.
“And for parents to render more support to their children and that they be taught in their mother tongue.”