000			02261nam a22002537a 4500
003			ZW-GwMSU
005			20210421123940.0
008			210421b ||||| |||| 00| 0 eng d
022			_a1814-6627
040			_aMSU _cMSU _erda
100			_aManyike, T.V. _eauthor
245	1	0	_aBilingual literacy or substantive bilingualism?L1 and L2 reading and writing performance among grade 7 learners in three township schools/ _cT.V. Manyike
264			_aPretoria: _bUnisa Press and Routledge, _c2013.
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica education review _vVolume 10 , number 2 ,
520			_aLanguage diversity in South Africa continues to problematise educational provision and the realisation of equitable educational opportunities for all learners in various ways. This article presents the findings of ongoing research which explores the effect of language in education policy on the L1 and L2 proficiency of Grade 7 learners in township schools in Gauteng Province, South Africa. This study compares three subgroups of Grade 7 Xitsonga speaking learners in three respective township schools in terms of English (language of learning and teaching) and Xitsonga (home language) proficiency as determined by standardised testing in two domains: reading and writing. The research is done against the background of language policy in South Africa and is embedded within the theoretical framework of bilingual literacy, additive and subtractive bilingualism. Results indicate there were no significant differences between the reading and writing performance in both L1 and L2 among the subgroups of learners in the three respective schools. Although learners performed somewhat better in writing in both L1 and L2 than reading in L1 and L2, this performance was still sub-standard. This suggests that for these learners bilingualism is largely subtractive which could be attributed to short term exposure to schooling in L1 and low levels of exposure to English outside the classroom.
650	4		_aStandardised testing
650	4		_aTownship schools
650	4		_aGrade 7 learners
856			_uhttps://doi.org/10.1080/18146627.2013.812271
942			_2lcc _cJA
999			_c156619 _d156619