The attitudes and perceptions of parents, teachers and school governing body towards home languages as languages of learning and teaching in a primary school in Mamelodi, South Africa

Abstract

This study explores the attitudes and perceptions of parents, teachers and the school governing body towards home languages as languages of learning and teaching, and their preference for using certain languages for teaching and learning purposes over others. Current research indicates that parents and teachers have a positive perception towards English as a medium of instruction. However, there is limited research regarding parents and teachers’ attitudes and perceptions towards home languages as LoLT in quintile one schools. A qualitative, exploratory study was used to collect data through interviews with ten parents (n=10), ten teachers (n=10), and six school governing body members (n=6) at a primary school in the township of Mamelodi. Data was also collected through analysing significant documents, such as language policies currently used in education. Data collected were transcribed and analysed thematically to establish the participants’ attitudes and perceptions towards home languages as LoLT. The principal findings indicate that parents and teachers generally favor English for its perceived future benefits, while acknowledging home language's cultural value. Additionally, the SGB members demonstrated awareness of the importance of home languages though they often prioritized practicalities of learning in English. Overall, attitudes of the stakeholders at this school lean more towards English as a language of learning and teaching. Future research should focus on how home languages as LoLT could be implemented from early childhood learning up to grade 12. It is recommended that parents should be more informed about the benefits of home languages as LoLT.