Analysis of orthographic errors in Grade 11 isiXhosa First Language texts

Abstract

In a selected Western Cape school, Grade 11 isiXhosa First Language (L1) learners’ written language presents errors which seem to be an  indication of both their poor linguistic competence and learning performance. Their writing not only reflects various orthographic errors,  but also inconsistency in their isiXhosa usage. These errors tend to affect learners’ academic performance when made in written tasks  which are used for assessment purposes. Tendencies towards serious violations of the standard orthographic rules are noticeable, and  this observation presents concerns in terms of the fate and sustainability of the language. Adopting a qualitative approach, this study  examines errors presented in the writings of Grade 11 isiXhosa L1 learners with a view to establishing the nature and scope of these  errors. Findings reveal that learners commit a variety of errors and thus demonstrate significant deviation from the standard  orthography. This study proposes recommendations in the form of interventions and strategies that are applicable in the teaching and  learning of Grade 11 learners’ isiXhosa with a view to maintaining its standard orthography and thus improving the learners’ academic  performance.