Exploring Teachers' Perceptions of the Relevance of African Languages in the Digital Space

Ideas Pub Date : 2023-08-09 DOI:10.24256/ideas.v11i2.3688
Calsile Khumalo, Maglin Moodley
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Abstract

Digital learning is the future of education within the African context, and thus it is important to provide equitable access to educational content for all African language speaking students. By so doing, the quality of education and the relevance of African languages will be enhanced. This study aimed to explore the perceptions of teachers towards the relevance of African languages in the digital space. The study adopted a mixed methods technique and chose a sample of 10 language teachers from four high schools for the online survey and semi-structured interviews. The online survey data was analysed using descriptive statistics, whilst the interview data was analysed using thematic analysis. The study’s key findings showed that while the teachers were happy to see African languages being used on a digital platform, they advocated further for the empowering of African languages. However, there was a sentiment amongst majority of participating teachers that while African languages are important, they are however not relevant in the 21st century and that their integration onto digital platforms might be nice-to-have, but in the larger scope of things they will not prepare students for the 21st century. The findings were explained against the theory of Colonial Mentality.
探讨教师对非洲语言在数字空间中的相关性的看法
数字化学习是非洲教育的未来,因此为所有讲非洲语言的学生提供公平获取教育内容的机会非常重要。这样,教育的质量和非洲语文的相关性将得到提高。本研究旨在探讨教师对非洲语言在数字空间中的相关性的看法。本研究采用混合方法技术,选取4所高中10名语言教师进行在线调查和半结构化访谈。在线调查数据采用描述性统计进行分析,访谈数据采用专题分析进行分析。这项研究的主要发现表明,虽然教师们很高兴看到非洲语言在数字平台上被使用,但他们主张进一步赋予非洲语言权力。然而,大多数参与的教师都认为,虽然非洲语言很重要,但它们与21世纪并不相关,将它们整合到数字平台上可能是件好事,但从更大的角度来看,它们并不能让学生为21世纪做好准备。这些发现是根据殖民心理理论来解释的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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