Browsing by Author "Mafandala, Mbembi Joel"

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    Congolese migrant learners' language, literacy and learning in a primary school in Cape Town
    (2015) Mafandala, Mbembi Joel; Prinsloo, Mastin
    When children whose first or home language is a minority language begin their school careers, they are commonly taught through the medium of a majority language for varying purposes, including the requirement that they be assessed in school through the medium of a recognised national language. For immigrant children and for children of immigrants, learning through the medium of a national language is part of their assimilation in to the society they are growing up in. However, often these children are taught only in this second or foreign language, and little support is offered to help them to gain sufficient competence in that language.This research studies how Congolese migrant learners in primary school encounter language, literacy and learning in poor schools in Cape Town, with what sorts of implications for their chances of schooling success? I conducted a qualitative case study observing three Congolese learners, who are still learning to read and write: Maboko and Mabele (in grade three) and Goya (in grade two), over a period of four weeks in a low status but functioning inner-city school. I draw on a sociocultural approach to literacy as contextualised social practice. This implies that children learn language and literacy through everyday interaction, therefore language and literacy should be studied as it happens in social life. I also look at the theoretical approaches to understanding language and literacy learning, such as reading theories, emergent literacy, as well as emergent biliteracy to understand the experiences of Congolese learners in South African primary schools.
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    Towards an affective pedagogical model for teaching English language and literacy to migrant learners
    (University of Cape Town, 2020) Mafandala, Mbembi Joel; Ng'ambi, Dickson; Hunma, Aditi Bye
    Learning is a process that involves both cognitive and emotional aspects. However, most of the research in education in South Africa tend to focus only on the cognitive side of learning and neglects the very important, emotional side. The consequences of this neglect lie most prominently with migrant learners, especially as the immigration process itself involves high emotional strain, cultural adjustment, and most obvious language barriers. These can negatively influence the learning process. Therefore, if existing teaching practices do not cater for the complexity of a multicultural and multilingual classroom or the emotional needs of migrant learners, the learning process of these learners is likely to be stunted. This thesis is concerned with the role of the emotions in the learning contexts of migrant learners in Cape Town and the strategies used by teachers to manage this. With this in mind, this study looks at the affective aspects of learning in teaching literacy to migrant learners from the Congo in the context of an English-medium school in Cape Town, South Africa. Using a qualitative case study approach, I focused on two layers of the issue. First, I explored the experience of Congolese learners and their emotional needs in an English language and literacy class. With this first layer, I compared the needs between French and English-speaking learners to explore how emotional needs played out in the classroom setting using interviews and observation. I used Krashen's affective filter theory as a lens to understand learners' feelings in the classroom environment. Second, I investigated classroom-teaching styles, in particular, how two Grade 3 teachers incorporated affective strategies in their pedagogy. I conducted this analysis through sociocultural understandings of literacy, using the principles of affective pedagogy. The findings were that English-speaking learners, receiving instructions in English, were less likely to suffer from emotional stress and anxiety in their learning than French-speaking learners learning in English. The French-speaking Congolese learners reported that they experienced emotional distress and anxiety, which affected their literacy learning. Not only were learners experiencing difficulties, but teachers too felt limited in their capacity to deal with learners' emotional needs as the cognitive approach for teaching literacy did not meet the needs nor context of migrant learners. Therefore, teachers felt they were required to go above and beyond what would be considered normal classroom activities to create a holistic learning environment that caters to a learner's emotional challenges, which was not always possible in the context of a prescriptive CAPs curriculum and resources. In this study, I argue that when children learn in a language that is different from their first language, this poses an emotional challenge, which often impacts the learning process. This emotional challenge is likely to be compounded by the circumstances that migrant learners often find themselves in. Therefore, I argue that for children to learn effectively (successfully) in a language that is different from their mother tongue, their emotional needs must be met first. This implies that for literacy learning to be most effective (successful), teachers may take into consideration the emotional aspects of each learner and develop their teaching styles according to the diverse needs of the learners. This study will benefit teachers in multilingual contexts as it takes into consideration the emotional difficulties that come with learning in a language that is not one's primary language, to understand learners' learning styles, and consequently to inform and adjust teaching strategies to fit their needs. The findings suggest a need for teacher training that takes into consideration the affective and cognitive needs of learners from diverse backgrounds, such as migrant learners, for more effective literacy and language education. .