There are language limitations that can prevent certain concepts from being part of a culture. In other words, there is an intricate relationship between culture and language that cannot be denied in any context including science education at primary school level. The purpose of this study is to identify and offer solutions to the main challenges that are experienced by pre-service teachers in using isiXhosa as a medium of instruction in teaching scientific subjects such as Biology, Geography and Life Orientation. The theoretical frameworks used in this study drew from the theory of cognitive dissonance and cultural linguistics. A purposive sample of thirteen pre-service teachers who were majoring in these subjects was used. Data was collected during teaching practice, using classroom observations and one-on-one interviews, and it was inductively analysed into four themes reflecting cultural experiences that do not translate directly between cultures, use of “taboo words”, dialects and “ukuhlonipha” a form of respect for elders, married women and initiates in isiXhosa.
| Published in | International Journal of Education, Culture and Society (Volume 2, Issue 6) |
| DOI | 10.11648/j.ijecs.20170206.11 |
| Page(s) | 158-164 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Culture Specific, Cognitive Dissonance, Ukuhlonipha, Science Subjects, Dialects, Sensitive and Taboo Words, Pre-service Teachers
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APA Style
Nozuko Zukiswa Gxekwa, Nomsa Satyo. (2017). The Role of Culture in the Experiences of Pre-Service Teachers in Using IsiXhosa to Teach Science Subjects in Grade 4-9. International Journal of Education, Culture and Society, 2(6), 158-164. https://doi.org/10.11648/j.ijecs.20170206.11
ACS Style
Nozuko Zukiswa Gxekwa; Nomsa Satyo. The Role of Culture in the Experiences of Pre-Service Teachers in Using IsiXhosa to Teach Science Subjects in Grade 4-9. Int. J. Educ. Cult. Soc. 2017, 2(6), 158-164. doi: 10.11648/j.ijecs.20170206.11
AMA Style
Nozuko Zukiswa Gxekwa, Nomsa Satyo. The Role of Culture in the Experiences of Pre-Service Teachers in Using IsiXhosa to Teach Science Subjects in Grade 4-9. Int J Educ Cult Soc. 2017;2(6):158-164. doi: 10.11648/j.ijecs.20170206.11
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Download@article{10.11648/j.ijecs.20170206.11,
author = {Nozuko Zukiswa Gxekwa and Nomsa Satyo},
title = {The Role of Culture in the Experiences of Pre-Service Teachers in Using IsiXhosa to Teach Science Subjects in Grade 4-9},
journal = {International Journal of Education, Culture and Society},
volume = {2},
number = {6},
pages = {158-164},
doi = {10.11648/j.ijecs.20170206.11},
url = {https://doi.org/10.11648/j.ijecs.20170206.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijecs.20170206.11},
abstract = {There are language limitations that can prevent certain concepts from being part of a culture. In other words, there is an intricate relationship between culture and language that cannot be denied in any context including science education at primary school level. The purpose of this study is to identify and offer solutions to the main challenges that are experienced by pre-service teachers in using isiXhosa as a medium of instruction in teaching scientific subjects such as Biology, Geography and Life Orientation. The theoretical frameworks used in this study drew from the theory of cognitive dissonance and cultural linguistics. A purposive sample of thirteen pre-service teachers who were majoring in these subjects was used. Data was collected during teaching practice, using classroom observations and one-on-one interviews, and it was inductively analysed into four themes reflecting cultural experiences that do not translate directly between cultures, use of “taboo words”, dialects and “ukuhlonipha” a form of respect for elders, married women and initiates in isiXhosa.},
year = {2017}
}
TY - JOUR T1 - The Role of Culture in the Experiences of Pre-Service Teachers in Using IsiXhosa to Teach Science Subjects in Grade 4-9 AU - Nozuko Zukiswa Gxekwa AU - Nomsa Satyo Y1 - 2017/11/24 PY - 2017 N1 - https://doi.org/10.11648/j.ijecs.20170206.11 DO - 10.11648/j.ijecs.20170206.11 T2 - International Journal of Education, Culture and Society JF - International Journal of Education, Culture and Society JO - International Journal of Education, Culture and Society SP - 158 EP - 164 PB - Science Publishing Group SN - 2575-3363 UR - https://doi.org/10.11648/j.ijecs.20170206.11 AB - There are language limitations that can prevent certain concepts from being part of a culture. In other words, there is an intricate relationship between culture and language that cannot be denied in any context including science education at primary school level. The purpose of this study is to identify and offer solutions to the main challenges that are experienced by pre-service teachers in using isiXhosa as a medium of instruction in teaching scientific subjects such as Biology, Geography and Life Orientation. The theoretical frameworks used in this study drew from the theory of cognitive dissonance and cultural linguistics. A purposive sample of thirteen pre-service teachers who were majoring in these subjects was used. Data was collected during teaching practice, using classroom observations and one-on-one interviews, and it was inductively analysed into four themes reflecting cultural experiences that do not translate directly between cultures, use of “taboo words”, dialects and “ukuhlonipha” a form of respect for elders, married women and initiates in isiXhosa. VL - 2 IS - 6 ER -
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