Student Teachers’ Perceptions of Using the Mother Tongue for Instruction in the Foundation Phase in Rural Schools
Keywords:
Mother Tongue Instruction; Foundation Phase; Student Teachers’ Perceptions; Rural Schools; Multilingual EducationAbstract
The use of the mother tongue (MT) as a medium of instruction in the Foundation Phase remains a contentious issue in multilingual resource-constrained rural contexts. Despite South African language-in-education policies advocating for MT instruction in the early years, its practical implementation is inconsistent due to limited resources, insufficient teacher preparation, and societal preferences for English. Understanding student teachers’ perceptions is critical, as they are future educators responsible for enacting MT-based pedagogies in rural classrooms. This study explores Foundation Phase student teachers’ perceptions of using the mother tongue for instruction in rural learning environments. Grounded in Vygotsky’s Sociocultural Theory and Translanguaging Theory, MT is conceptualized as both a cultural and cognitive tool that facilitates learning, meaning making, and learner engagement. Employing a qualitative phenomenological approach, data was collected through semi-structured interviews and classroom observations with student teachers enrolled in a rural teacher education programme. Thematic analysis, guided by Braun and Clarke’s framework, revealed that participants valued MT instruction for enhancing comprehension, participation, learner confidence, and cultural connectedness. Nonetheless, they reported significant challenges, including a scarcity of MT teaching resources, limited exposure to MT-focused pedagogical training, inconsistent support during teaching practice, and community perceptions prioritizing English for socioeconomic advancement. These constraints influenced their confidence in implementing MT instruction effectively. The study concludes that while student teachers conceptually support MT-based teaching, systemic limitations hinder its practice. It recommends strengthening MT pedagogical preparatischools andacher education, improving the availability of MT resources in rural schools, and promoting community awareness of the educational advantages of MT instruction.
https://doi.org/10.26803/ijlter.25.5.31
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