A Comparative Assessment of L1 and L2 Writing Performance Among Grade 7 Learners in English and Xitsonga

Author(s):

Tintswalo Manyike

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES B6, Pre Conf Parallel Session

Time:

2009-09-25

11:00-12:30

Room:

HG, HS 31

Chair:

Ingrid Gogolin

Contribution

The role of the indigenous languages in South African schooling is highly contested. Research endorses the mother tonque (L1) as the most appropriate language of learning and teaching (LOLT) and the basis for the addition of a second language (L2). However, in South Africa English is the preferred LOLT and English proficiency is integral to academic achievement. This article reports on an investigation of Grade 7 Xitsonga speaking learners' writing performance in English and in Xitsonga. Language proficiency has been defined as the ability to use the language accurately and appropriately in its oral and written form in a variety of settings (Cloud, Genesee & Hamayan 2000:60). This incorporates the four aspects of language, namely listening, speaking, reading and writing. Although these four aspects are closely related they develop independently of one another, especially when the language acquired is not the learners' L1. Oral proficiency is in most cases developed outside the school environment without any exposure to written language. Conversely, it is possible to learn English L2 without having much exposure to or practice with spoken English. Receptive skills (reading and writing) develop ahead of expressive skills because receiving information is easier than giving it (Cummins 2002:15), most learners understand more than they can express. Proficiency also varies depending on the function, purpose and context of communication (Lamberger 1997:176). Cummins (2000: 13) suggests two levels of communicative competence. Basic interpersonal communicative competence (BICS) which deals with face to face conversation is the first level. Cognitive academic language proficiency (CALP) is the second level of communicative competence. It occurs in context reduced academic situation and is required in higher order thinking skills such as analysis and synthesis. CALP skills in L2 indicate the language skills which learners require to cope with the academic tasks if the medium of instruction is different from their L1. According to Cummins (200:47) it may take six to seven years for the L2 learners to acquire adequate CALP. Development in L1 is critical for cognitive development and as basis for learning L2. The Developmental Interdependence Hypothesis (Cummins 2001:71) describes the interdependence between the development of L1 and L2. According to this Hypothesis a learners' L2 competence is dependent on the level of L1 developmental the time when L2 is introduced. Intensive exposure in L1 and L2 results in learners with high levels of competence in the L2.

Method

An empirical inquiry assessed the writing performance of Grade 7 Xitsonga speaking learners through the standardised test in English and in Xitsonga. The sample comprised of Grade 7 Xitsonga speaking learners from three primary schools situated in two townships in the Tshwane metropolitan area. Two classes of Grade 7 learners were tested in school 1 and one Grade 7 class in each of the two schools. The schools were chosen on the basis of the LOLT used in the first three years of schooling. All participants were L1 Xitsonga speakers. Data was gathered by means of the Writing Performance Test in English as developed by the Human Sciences Research Council (HSRC). The test was translated into Xitsonga to assess learner’s performance in their L1. The Writing Performance Test requires four tasks: the written description of pictures, spelling, sentence completion and a short structured essay. Data was analysed statistically.

Expected Outcomes

This research is discussed against the background work of various researchers (Malherbe 1977; Inco-Worrall 1972, Macdonald 1990; DACST 1996) who have debated bilingualism in schooling and its relationship to academic achievement in the South African context. Most recently Heugh has argued that models in which children receive mother tongue instruction in African settings are flawed. The language education models used have their origin in L2 programs in Europe. It is for this reason that the results show learners’ poor writing proficiency skills in both languages. Learners had difficulty understanding instructions on how to complete tasks. They had difficulties in spelling, sentence construction and tenses. The Revised National Curriculum Statement states that these Grade 7learners are supposed to be able to write different text and to read for enjoyment. These learners lacked the expected proficiency needed at Grade 7 to use English (L2) as a medium of instruction.

References

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Author Information

Tintswalo Manyike

Universityof South Africa

Educational Studies

Pretoria,

235

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