Inclusion of culturally and linguistically diverse learners in secondary schools in Gauteng, South Africa

Abstract

Despite the global adoption of the notion of inclusion in schools, teachers still grapple with culturally and linguistically diverse learners (CLD) and South African schools are no exception. Inclusion of culturally and linguistically diverse learners is made complex by the increased number of international and national immigrants and refugees. This study explored the inclusion of learners who are culturally and linguistically diverse in ordinary secondary schools in Gauteng, South Africa. It examined the inclusion of learners who are culturally and linguistically diverse in ordinary secondary schools as a context for strategising and proposing a model for the successful and effective inclusion of CLD learners in ordinary secondary schools. A qualitative multiple case study design located within the interpretivist paradigm was used. From a population of South African teachers in Gauteng Province, 12 secondary school teachers were sampled through the critical case sampling procedure. Data were collected through multiple methods that included interviews, non-participant observation and document analysis. The collected data were analysed using ATLAS.ti version 8.0. Inclusive pedagogy was the theoretical approach that underpinned this study. The themes that emerged from the study include teachers’ understanding of inclusion, teachers’ practices of inclusion of CLD learners and strategies that could enhance the inclusion of CLD learners. The theme on teachers’ understanding of inclusion showed that teachers have multiple perspectives on inclusion. The study also found that the inclusion of CLD learners is practiced through the use of multiliteracy pedagogies (translanguaging/code-switching), multimodal pedagogies which include blended learning and collaborative teaching practices. Among the strategies that could be used to enhance the inclusion of CLD learners were the development of knowledge about diversity, training on government policies, meeting ethnic diversity in instruction However, teachers are confronted with CLD learners who have behavioural challenges. The following recommendations were raised in the study: (1) use of multiliteracy pedagogies such as systematic code switching; (2) use of multi-modal pedagogies such as clay modelling, gestural elements and audio visual devices; (3) formulation and amendment of education policies; (4) in-service training and workshops In the final submission, a model for the inclusion of CLD learners was proposed in order to advance the inclusion of CLD learners in secondary schools in South Africa.