NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ881673
Record Type: Journal
Publication Date: 2010
Pages: 21
Abstractor: As Provided
Reference Count: 32
ISSN: ISSN-1523-5882
The Effects of First- and Second-Language Instruction in Rural South African Schools
Sailors, Misty; Hoffman, James V.; Pearson, P. David; Beretvas, S. Natasha; Matthee, Bertus
Bilingual Research Journal, v33 n1 p21-41 2010
In this article, we report on the results of a project devoted to improving literacy in South Africa's rural schools; specifically we report the results of an intervention study that centered on improving mother-tongue literacy instruction offered to learners in Grades 1 and 2 in South African schools. Our findings demonstrate that there are positive and strong effects for the home-language initiative that was tested in this study. Our data suggest that there is a high level of value added to performance in both the home-language and English-language learning of the students in this study when a much more print-rich environment was provided in the home language. These findings challenge the deficit myth often associated with children who come to school with a first language different from the medium of instruction. Further, these data suggest that providing instruction in both first and second languages can have a positive impact on development in both languages. (Contains 16 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 1; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa