Latest news with #bilingualEducation
The Herald
9 hours ago
- General
- The Herald
Children need rich, multifaceted teaching in their mother tongues to master literacy and learning
Learning literacy in mother tongues is the foundation for all learning. It makes sense for all children to begin learning in languages they are familiar with, so they can participate and engage in their learning more actively than they do when learning in unfamiliar tongues. In SA, many children start learning to read and write in their home languages from grades 1 to 3. As the children learn to read and write, they also need to have access to nurturing experiences with storytelling, reading and writing, arts (visual and performative) and text analysis. They also need access to books, libraries and reading role models who are family members at home, in the community and at school. Before 2025, many African language speaking learners experienced mother tongue education only in the foundation phase. When they reached grade 4, these learners had to switch to learning everything in English. This restriction of African languages to one or two periods a day in the intermediate phase, in particular, puts limitations on language and literacy practices that should continue to take place across the curriculum. This transition to English also put limitations on the number of published books in African languages that children can access. With the incremental implementation of mother tongue-based bilingual education starting in grade 4, African language learners will now also have access to African languages as they begin learning science and maths bilingually. This calls for a large production of learning and teaching support materials as well as supplementary non-fiction texts written in African languages or multilingually in African languages and English. This can ensure that reading and writing take place throughout the day and across the curriculum. This will ensure the daily literacy practices that shape them into becoming literate. The different iterations of the Progress in International Reading Literacy Study (PIRLS) results, every five years since 2006, have all pointed to poor reading performance among South African children. Though they all perform below the PIRLS benchmark, learners taking the assessment in English and Afrikaans do much better than those using African languages. The African language-speaking learners have had fewer opportunities to read in their home languages because they have little access to a wide variety of texts and to libraries and books at home. It is not surprising that the learners who do poorly in these assessments, even when they write in their home languages, come from working-class backgrounds, where it is more important to buy a loaf of bread than a book. Many interventions to improve literacy in the foundation phase have been carried out, with some arguing for a simple view of reading for working-class children. This means to improve the children's reading levels, teachers should focus on teaching decoding skills well. But there has been little appreciation for complex approaches to teaching literacy, which integrate the teaching of phonological awareness ( sound structure) with morphological awareness (understanding how words can be broken down into smaller units of meaning such as roots, prefixes, and suffixes) for African languages, teaching of reading with the teaching of writing, art (visual and performative) and storytelling for children from working-class backgrounds.
The Herald
14 hours ago
- General
- The Herald
Proof is in my pupils' results, says mother tongue learning champion
Nomakwezi 'Kwesta' Dlali is not just a school principal; she is a passionate advocate for Mother Tongue-based Bilingual Education (MTbBE). Her commitment to helping pupils come to grips with mother tongue learning has inspired many teachers, particularly those who were initially sceptical, clinging to the belief that English is the only effective medium of instruction. Dlali, who started her career as an English teacher in 1995 but later developed a love for teaching mathematics, is the principal of Ngubezulu Primary School in Sijingolweni village, Tsomo. Her school, which falls under the Chris Hani East education district, was one of 150 in the Eastern Cape championing MTbBE, where mathematics, natural science and technology are taught and assessed in both isiXhosa and English. 'Yes, we are not teaching and assessing in isiXhosa, but in bilingual [both languages]. MTbBE ... seeks to address literacy in our schools, enabling children to learn and read with comprehension.' Dlali said before the introduction of mother tongue learning, many pupils performed poorly in mathematics and struggled with comprehension despite having a good grasp of English. 'But some of them now achieve levels 5, 6 and 7 and this shows how effective MTbBE is. 'It means these kids were not understanding the concept and struggled to grasp it and MTbBE improved literacy and reading and learning with comprehension. 'One of them, a young, brilliant child, came here not exposed to bilingual learning and teaching, and struggling in maths. 'But today she is one of my top learners, and I also use her to tutor other children. 'Children understand and grasp things better in their mother tongue ... and this has been proved by the results,' Dlali said. The 52-year-old challenged the notion that English should be the only medium of instruction, arguing that Afrikaans-speaking pupils had successfully learnt all subjects in Afrikaans from primary school through tertiary education, with English taught only as a subject. 'Why should our African languages be any different? 'Decolonising education is essential, and MTbBE aligns with this goal by enhancing literacy and comprehension in our schools. 'If we don't initiate this change now, when will it happen? If it is not started in our lifetime, when will it start? 'Uncertainty and fear of the unknown are natural; overcoming them and manoeuvring is destiny. ' Beyond her role at school, Dlali has created a nationwide audience for mother tongue learning by developing online learning materials and sharing them on TikTok. She also champions the programme in the education district, helping to translate learning and teaching material into isiXhosa. 'I'm proud to be involved in versioning the department of basic education workbooks, which were originally written in English. 'MTbBE is not a new concept; it reflects what we do daily in our teaching — code-switching and trans-languaging. Now, we are empowered to implement it freely,' she said. Dlali admitted that the transition to MTbBE in 2014 was not easy. 'After 19 years of teaching experience, it was as if it were my first year of teaching ... 'I was so frustrated, had to change my teaching strategies and methods and resorted to the textbook method because of the terminology that was used then, where everything was translated to isiXhosa, and some terms were new to me.' 'As I was adapting, I realised that the MTbBE was indeed working in natural sciences and technology [ Inzululwazi noBuchwepheshe ] because learners were able to express themselves in their mother tongue and their performance improved drastically.' This year marks Dlali's 30th year of teaching mathematics, during which she has nurtured future doctors, engineers, teachers and scientists. A standout moment in her career came in 2024 when one of her pupils, Hlumelo Makunga, was announced as the top achiever in grade 12 in the Mthawelanga Circuit, outperforming matriculants from five high schools. Hlumelo achieved level 7 in both mathematics and English and is now studying chemical engineering at Wits University. 'He is my product, the product of the MTbBE. The reason I'm so happy is the fact that people always say: 'how are they going to cope in tertiary institutions and interviews when they're taught in isiXhosa?' 'All my learners are doing exceptionally well in all the high schools. I'm receiving phone calls from different schools, circuits, districts and provinces, from different educators, complimenting my learners.' Dlali is now on a mission to grow her school. Ngubezulu Primary has 160 pupils and seven teachers, necessitating multi-grading, where teachers manage two classes simultaneously. 'To ensure numbers remain stable or increase, I embark on community outreach imbizos canvassing for the school,' she said. Despite her primary school responsibilities, she follows up with her former pupils in high school, offering them free assistance with their studies. 'It's challenging balancing my duties as a teacher, school manager and my involvement in sports and music. 'However, I dedicate my time to support my learners after they pass grade 7, providing Saturday and holiday classes.' • To follow Dlali's lessons, you can visit her TikTok account (@nomakwezi23) or find her on Facebook as Nomakwezi Kwesta Dlali. This special report into the state of literacy, a collaborative effort by The Herald, Sowetan and Daily Dispatch, was made possible by the Henry Nxumalo Foundation
CBC
27-05-2025
- General
- CBC
Bilingual Inuktitut education not being properly implemented in Nunavut, report finds
A new report has found that bilingual Inuktitut education is not being properly implemented in Nunavut schools. The report is called From Promise to Practice: Inuit Voices on Bilingual Education and was composed after consultation meetings in 24 Nunavut communities. It found students are falling behind when the shift from Inuktitut to English is too abrupt, it found there is a shortage of Inuit teachers, and that Inuit teachers who are working in Nunavut should get more mentorship, training and classroom support. The report was written by the Coalition of Nunavut District Education Authorities, a non-governmental advocacy organization that supports parents with children in Nunavut's education system. Carla Oyukuluk is the coalition's liaison officer, she spoke with CBC News in Inuktitut. She said Inuktitut is very strong from Kindergarten to Grade 3 or 4, but that after that the students are mostly being taught in English — and this is leading to Inuktitut language loss. Maya Jelali is the coalition's director of research, policy and evaluation, and led the report writing and data analysis. "There was insufficient support for Inuit languages," Jelali said. The quality and frequency of Inuktitut instruction was limited by a lack of certified bilingual Inuit educators and appropriate curriculum materials, the report found. "An example of that was that students reported being given elementary level worksheets in Inuktitut well into their junior and senior high school. That suggested to us an urgent need to update the resources," Jelali said. Nunavut offers three bilingual models: the Qulliq Model, for Inuit language-dominant communities; the Immersion Model, for revitalizing Inuit languages in predominantly English-speaking homes; and the Dual Model, which separates students into Inuit or English first-language streams. The report found these models cannot be evaluated because they have not been fully implemented. The report found all three models lack sufficient resources to implement bilingual education effectively. The report doesn't propose new models, but calls for action to properly implement the existing ones. According to the report, the quality and frequency of Inuktitut instruction was limited by a lack of Inuit educators and appropriate curriculum materials. The report noted concerns that there are not enough appropriate spaces for teaching and learning Inuktitut. "Participants also identified broader challenges — including shortages of qualified teachers, a lack of teaching materials, limited community engagement, and gaps in leadership and accountability," the report found. The report also included recommendations including "investments in teacher training, curriculum and materials development, and stronger community partnerships."
Entrepreneur
12-05-2025
- Business
- Entrepreneur
Rethinking Early English Education in a Globalized World
As one of the most widely spoken languages in the world, English can open doors for young learners long before they're even aware of its potential impact. But how do you introduce a second language to a child who's still mastering their first? Opinions expressed by Entrepreneur contributors are their own. You're reading Entrepreneur India, an international franchise of Entrepreneur Media. In today's global economy, English has become more than just a subject taught in school—it's a bridge to broader academic opportunities, cross-cultural communication, and future career success. As one of the most widely spoken languages in the world, English can open doors for young learners long before they're even aware of its potential impact. But how do you introduce a second language to a child who's still mastering their first? This question has gained urgency in recent years, particularly as remote learning technologies advance and families increasingly seek out bilingual education options at younger ages. The Cognitive and Social Benefits of Early English Learning Research consistently points to the advantages of learning a new language early in life. Children are more adept at acquiring new sounds and grammatical structures before the age of 10, and the process can boost cognitive flexibility, memory, and even empathy. But to be truly effective, early language instruction must go beyond vocabulary lists and rote memorization. It must engage the child on a developmental level, blending play, curiosity, and emotional connection. And that's where traditional classroom models often fall short. Moving Beyond the Classroom with Personalized and Playful Approaches Conventional language schools typically place children in group settings, where instruction is geared toward the average level of the class. This can lead to disengagement for advanced learners and frustration for those who need more support. Apps, on the other hand, tend to focus on gamified memorization—offering convenience, but rarely providing the kind of conversational fluency or confidence that comes from live interaction. In recent years, a growing number of companies have sought to fill this gap by offering personalized, immersive online English programs designed specifically for young learners. One example is Novakid, a platform that combines certified native-speaking teachers with a playful, one-on-one curriculum for children ages 4 to 12. The company emphasizes a language-rich environment where storytelling, interactivity, and emotional safety are prioritized. "Children learn best when they feel seen and supported," says Max Azarov, co-founder and CEO of Novakid. "Our goal is to mirror how kids naturally acquire language—through exploration, repetition, and meaningful connection." The Role of Technology in Modern Language Education What sets many of these emerging platforms apart is their use of technology not just to deliver content, but to enhance the learning experience. AI tools can now track pronunciation, vocabulary retention, and speaking confidence in real-time, allowing educators to personalize instruction and identify areas for improvement more efficiently than ever before. In Novakid's case, these insights help tailor lessons to a child's evolving abilities, creating a more responsive and effective educational experience. However, the use of data-driven feedback isn't unique to one platform. It reflects a broader shift in education technology, where real-time analytics are reshaping how learning progress is measured and supported. Why Engagement Matters More Than Ever Whether a child dreams of becoming a vet, a filmmaker, or an engineer, the ability to communicate clearly in English can shape the trajectory of their studies and future opportunities. But long-term retention depends on sustained interest—and that means rethinking how lessons are delivered. Programs that incorporate storytelling, imaginative themes, and interactive games are proving particularly effective at holding young learners' attention. This isn't just about entertainment; it's about fostering intrinsic motivation and making language learning feel like an extension of play. In this way, digital learning platforms can offer a valuable counterpoint to both traditional classrooms and self-guided apps, especially when lessons are designed with early childhood development in mind. A Shift Toward Inclusion and Accessibility Perhaps one of the most significant developments in recent years is the increasing accessibility of high-quality language instruction. Online platforms reduce geographic and financial barriers, making it possible for families in remote areas—or with demanding schedules—to connect their children with fluent teachers around the world. This democratization of education is particularly impactful in non-English-speaking countries, where access to native-speaking teachers may be limited. For families seeking to equip their children with globally relevant skills, the availability of flexible, online English learning options represents a meaningful opportunity. The Bottom Line As the global demand for English fluency grows, so too does the need for developmentally appropriate, engaging, and personalized language instruction for children. While traditional models still have their place, they are increasingly being complemented—and in some cases, outpaced—by innovative digital solutions. Companies like Novakid are helping to lead this shift, not by replacing human connection with technology, but by using technology to deepen and support it. For parents and educators alike, the message is clear: early English for kids' education is no longer confined to the classroom. With the right tools, guidance, and a touch of creativity, it can begin right at home—and feel as joyful as it is transformative.
