Ntlimbo wo dyondzisa hi ku katsakatsa tindzimi eka tigireyidi ta le hansi exikolweni xa ka Malamulele We want to teach translingually: The teachers' dilemma

Abstract

Phepha leri ri hlela pholisi ya tindzimi eAfrika Dzonga, ri kongomisa swinene eka timhaka ta tidyondzo ta ku hlaya eka Gireyidi ya 3. Ndzavisiso lowu wu vikiwaka eka phepha leri wu tirhisile maqhinga ya khwalithethivhi ku kuxiyaxiya titlilasi na ku hlokisisa va vadyondzisi, masiku ma ntlhanu hi ku landzelelana. Phepha leri ri tisa vundzeni bya mitlhontlho leyi vadyondzisi va hlanganaka na yona loko va ringeta ku tirhisa mavonelo ya vona ya madyondzelo na madyondziselo ya tindzimi, na pholisi ya xikolo. Kahlekahle, vadyondzisi va katsakatsa tindzimi to hambanahambana etitlilasini, va ri karhi va tlula swipimelo swa pholisi ya tindzimi leyi yi lavaka leswaku va tirhisa ririmi rin’we ntsena. Tanihileswi pholisi ya xikolo yi nga pfumeriki leswaku tindzimi to hlaya ti tirhisiwa hi nkarhi wun’we, swi endla leswaku vadyondzisi va titwa nandzu. Ku hambana ka maendlelo ya vadyondzisi na swipimelo swa Pholisi ya Ririmi eswikolweni swi hi kombisa leswaku timhaka ta tindzimi ta nonoha swinene. Hikokwalaho, mbuyelo wa ndzavisiso lowu, wu ringanyeta leswaku hi fanele ku tekela enhlokweni mhaka ya matirhiselo ma tindzimi etitlilasini hi vukheta lebyikulu. Ngopfungopfu, yi lava leswaku hi nga languteli leswaku nhlampfi yi tsutsma, kumbe homu yi mila timpapa. Mbuyelo wa ndzavisiso lowu, wu na xiave eku hi dyondziseni leswaku tindzimi hi ku angarhela, ti na nkoka lowukulu eka tidyondzo. Phepha ri hlohlotela leswaku swi na nkoka ku tekela enhlokweni tindzimi na vutivi bya vana, leswaku tidyondzo ta vona ti nga tekeli ehansi ndhavuko wa vona, ngopfungopfu etindhawini ta le makaya. Hi ku katsakanya, mbuyelo wa ndzavisiso wu engetela vutivi bya nkoka eka swa tidyondzo ta ririmi, wu ri karhi wu tiyisisa leswaku tipholisi ta tindzimi ti fanele ku landzeleriwa hi vurhonwani ku endlela leswaku dyondzo ya xiyimo xa le henhla yi koteka eka tindzhawu ta le makaya, naswona timfanelo ta ku kuma dyondzo ti nga kandziyeriwi.

This article critically analyses the implementation of the language policy in a South African school concerning Grade 3 reading instruction. The study employs a qualitative method, conducting classroom observations and semi-structured interviews with three Grade 3 teachers over five days. The findings offer insights into teachers' challenges in reconciling their language ideologies with the school's language policies. The teachers fluidly use both Xitsonga and English to explain concepts, disregarding the formal language of instruction. However, using Xitsonga and English in reading lessons conflicts with the school's language policy, leading to teacher guilt. This discrepancy between teachers' language practices and the school's policy highlights the dynamic nature of language use in the classroom. The study emphasises the need for a nuanced and context-sensitive approach to language use, considering learners' diverse language identities and experiences. The research contributes to the growing literature emphasising the vital role of language in shaping teaching and learning practices. It advocates for an inclusive pedagogy that embraces learners' linguistic and cultural diversity in rural contexts. In conclusion, this article makes a valuable contribution to the field of language education, emphasising the importance of critically examining language policies and practices for pedagogical effectiveness and social justice in rural contexts.