Language is a critical factor in the education systems of South Africa, Kenya, and Mozambique, as it influences teaching methods, curriculum, and learning outcomes. These countries have diverse linguistic populations with different mother tongues, thus highlighting the significance of language in education. This essay explores how language as an external determinant affects the education systems in these countries.
South Africa has eleven official languages, with English and Afrikaans being the most widely used in education. However, the majority of learners are non-native speakers of these languages, which poses a significant challenge for effective teaching and learning. One of the biggest consequences of language as an external determinant in South Africa's education system is the language barrier that exists between learners and teachers. Studies have shown that learners struggle to grasp concepts taught in English and Afrikaans, contributing to poor academic performance, high dropout rates, and a widening achievement gap between learners. To address this, the government has introduced policies like the use of mother-tongue instruction in early childhood development (ECD) and introducing African languages as a compulsory subject in the curriculum. These policies aim to ensure that learners are taught in a language they understand, which enhances comprehension and academic performance.
Similarly, language as an external determinant has a crucial impact on the education system in Kenya. The country has two official languages, Swahili and English, with English being the medium of instruction in primary and secondary schools. This policy has created a language barrier for learners who speak indigenous languages, such as Kikuyu, Luo, and Kalenjin, among others. These learners struggle to comprehend what is taught in English, leading to poor academic performance and high dropout rates. Research has shown that language plays a significant role in shaping learners' identities, which affects their motivation to learn. To address this challenge, the government has introduced policies such as mother-tongue instruction in ECD, the use of multilingual teaching materials, and teacher training in using indigenous languages as a medium of instruction.
Mozambique, like many African countries, has a diverse linguistic population, with Portuguese being the official language. However, most people speak indigenous languages, such as Makua, Tsonga, and Yao, among others. The language barrier between learners and teachers impacts their academic performance and the quality of education they receive. Research has shown that learners who are taught in their mother tongue have a better understanding of what is taught, leading to improved academic performance, increased retention rates, and higher motivation to learn. The government has introduced policies like the use of mother-tongue instruction in ECD and primary education to promote inclusive and quality education.
In conclusion, language as an external determinant significantly influences the education systems in South Africa, Kenya, and Mozambique. The language barrier between learners and teachers impacts learners' academic performance and contributes to low retention rates and high dropout rates. However, the governments of these countries have implemented policies to address this challenge, such as mother-tongue instruction in ECD and primary education. These policies aim to promote inclusive and quality education that accommodates learners' linguistic diversity.
to determine how language as an external determinant influences the education
systems of South Africa, Kenya and Mozambique with intext and references.
1 answer
1 answer