Teacher development focused only on English and not vernacular languages will never make an impact in the Eastern Cape’s education.
That’s according to the editor-in-chief and director for IsiXhosa National Lexicography Unit at the University of Fort Hare, Zola Wababa.
He said the department of education’s joint venture with the National Education Collaboration Trust (NECT) to train 30000 teachers and curriculum advisers in English and English first additional language would not advance education in the province.
Earlier this week, the Dispatch reported on the department and NGO NECT’s programme, to be rolled out next year, which will provide support to English, maths and natural science teachers. This will be a two-year programme.
According to the department, the plan is to support teachers in their efforts to complete the curriculum at the best pace for the grade, using a tracker and providing them with support materials and training.
Wababa said while this was a noble idea which he supported, it was unlikely to come up with anything new.
“Chasing English only in a province where we know for sure that learners speak isiXhosa mainly, and some Sesotho, is a waste of time and resources,” he said.
“To be realistic, teaching situations in rural and township schools needs a holistic or pragmatic teaching approach which is blended with vernacular languages.
“It does not matter how much teaching materials invested in education, vernacular languages. We seem to be far from addressing the ills of our education. Good and meaningful education starts and ends with language,” he said.
He said he was concerned that the department’s programme would exclude isiXhosa.
“IsiXhosa as both a language and medium of teaching is an engine cylinder amongst others for the education of the Eastern Cape. If you ignore it, forget,” he said.
Wababa’s sentiments came a day after the 2016 Progress in International Reading Literacy Study (PIRLS) indicated that 80% of pupils in Grade 4 could not read.
“PIRLS only focuses on reading and writing – imagine the situation in numeracy and mathematics. It is even worse than we think,” Wababa said.
Provincial education spokesman Malibongwe Mtima said there were plans to extend the programme in the near future and include other subjects such as isiXhosa.
“We are mindful that isiXhosa is a dominant language in the province and we are moving to uphold the isiXhosa language in schools, especially in rural areas,” said Mtima. – arethal@dispatch.co.za
UFH expert’s doubts over English drive
That’s according to the editor-in-chief and director for IsiXhosa National Lexicography Unit at the University of Fort Hare, Zola Wababa.
He said the department of education’s joint venture with the National Education Collaboration Trust (NECT) to train 30000 teachers and curriculum advisers in English and English first additional language would not advance education in the province.
Earlier this week, the Dispatch reported on the department and NGO NECT’s programme, to be rolled out next year, which will provide support to English, maths and natural science teachers. This will be a two-year programme.
According to the department, the plan is to support teachers in their efforts to complete the curriculum at the best pace for the grade, using a tracker and providing them with support materials and training.
Wababa said while this was a noble idea which he supported, it was unlikely to come up with anything new.
“Chasing English only in a province where we know for sure that learners speak isiXhosa mainly, and some Sesotho, is a waste of time and resources,” he said.
“To be realistic, teaching situations in rural and township schools needs a holistic or pragmatic teaching approach which is blended with vernacular languages.
“It does not matter how much teaching materials invested in education, vernacular languages. We seem to be far from addressing the ills of our education. Good and meaningful education starts and ends with language,” he said.
He said he was concerned that the department’s programme would exclude isiXhosa.
“IsiXhosa as both a language and medium of teaching is an engine cylinder amongst others for the education of the Eastern Cape. If you ignore it, forget,” he said.
Wababa’s sentiments came a day after the 2016 Progress in International Reading Literacy Study (PIRLS) indicated that 80% of pupils in Grade 4 could not read.
“PIRLS only focuses on reading and writing – imagine the situation in numeracy and mathematics. It is even worse than we think,” Wababa said.
Provincial education spokesman Malibongwe Mtima said there were plans to extend the programme in the near future and include other subjects such as isiXhosa.
“We are mindful that isiXhosa is a dominant language in the province and we are moving to uphold the isiXhosa language in schools, especially in rural areas,” said Mtima. – arethal@dispatch.co.za
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