Teachers and learners’ perspectives towards English as a language of learning and teaching : a case of two selected secondary schools in the Amathole West Education District
| dc.contributor.advisor | Linake, M A | en |
| dc.contributor.advisor | Creator e.g. Surname, Name (no title or punctuation) | en |
| dc.contributor.author | Osunkunle, Atinuke Oluwatoyin | en |
| dc.date.accessioned | 2026-08-19T00:43:27Z | |
| dc.date.available | 2026-08-19T00:43:27Z | |
| dc.date.issued | 2019 | en |
| dc.description.abstract | The study aimed at examining teachers and learners’ perspectives towards English as a language of learning and teaching (LoLT), using two selected secondary schools in the Amathole West Education District as a case study and to see if English is indeed a language of choice among learners and teachers. The researcher employed an interpretative qualitative research paradigm and purposive non-probability sampling method was used to draw samples of participants for in-depth interviews and focus group discussions. The school principal and two teachers were purposively selected in each of the two schools, making a total of two school principals and four teachers that were interviewed. In addition, a member of the School Governing Body (SGB) was selected in each of the two schools and interviewed. The study also had one focus group discussion with learners in each of the two selected schools, making two focus groups in total. All the one-on-one in-depth interviews as well as the focus group discussions with the learners were recorded and then transcribed. The collected data was later analysed thematically to infer the meaning and present the findings. The findings revealed that most of the students in public schools are torn between two divides as they struggle with the use of English as a language of learning and teaching but seem to have no choice, as they all believed that the use of English is quite beneficial to them in many ways. Another critical finding is that some teachers find it difficult to teach in English because they do not have a good command of the language. This makes them to code-switch regularly using IsiXhosa along with English while they are supposed to teach in English. Thus, this affects the learners proper understanding of and grounding in the English language. The study also found out that the schools lack adequate support to ensure the effective use of English for learning and teaching. The study recommended that various support systems from the government are needed in order to ensure the acceptance and successful use of English as LoLT in South African public schools. In this regard, the participants assured that these would result in positive outcomes, as they would provide quality education through government support. The study concluded that English is the preferred LoLT by both teachers and learners, thus, it needs to be prioritised. | en |
| dc.format | 164 leaves | en |
| dc.format | en | |
| dc.identifier.citation | Osunkunle, Atinuke Oluwatoyin. 2019 | en |
| dc.identifier.other | vital:40702 | en |
| dc.identifier.other | http://hdl.handle.net/10353/16243 | en |
| dc.identifier.uri | http://hdl.handle.net/20.500.11837/4868 | |
| dc.language.iso | English | en |
| dc.publisher | University of Fort Hare | en |
| dc.publisher | Faculty of Education | en |
| dc.rights | University of Fort Hare | en |
| dc.subject | English language -- Study and teaching Second language acquisition | en |
| dc.subject | LCSH | en |
| dc.subject | English language -- Study and teaching | en |
| dc.subject | Second language acquisition | en |
| dc.title | Teachers and learners’ perspectives towards English as a language of learning and teaching : a case of two selected secondary schools in the Amathole West Education District | en |
| dc.title.alternative | Teachers and learners’ perspectives towards English as a language of learning and teaching : a case of two selected secondary schools in the Amathole West Education District | en |
| dc.type | Thesis | en |
| dc.type | Masters | en |
| dc.type | MEd | en |