The use of "mother tongue" in information literacy instruction among the NEET (not in education, employment, or training) youth at a South African township.
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| Title: | The use of "mother tongue" in information literacy instruction among the NEET (not in education, employment, or training) youth at a South African township. |
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| Authors: | Chizwina, Sabelo1 sabelo.chizwina@nwu.ac.za, Mashiyane, Dina2 dina.mashiyane@nwu.ac.za, Ramabina, Maropene3 maropene.ramabina@nwu.ac.za, Mahlangu, Lindi4 lindi.ntamirukiro@wits.ac.za, Kenny-Manotwana, Jo-Ann Krystel5 Jo-ann.manotwane@nwu.ac.za, Moyo, Mathew6 matt.moyo@nwu.ac.za |
| Source: | South African Journal of Libraries & Information Science. 2025, Vol. 91 Issue 1, p1-10. 10p. |
| Subject Terms: | *Native language instruction, *Native language, *Language policy, *Sign language, Community-based participatory research |
| Abstract: | South Africa, with its rich linguistic diversity, boasts 12 official languages, including sign language. The current schooling system uses the English language as the preferred language of instruction for many schools, except Afrikaans-speaking schools. As a result, many students are fluent in English. Many South African educational institutions have adopted other languages, depending on their geographical location as part of their multilingual policy implementation. The focus of this study was on information literacy instruction. The study aimed to investigate the use of the mother tongue in information literacy instruction among the NEET population at Khuma township in South Africa. During the apartheid era, townships were reserved for the African population with limited access to libraries, offering information and user education in their mother tongue. A participatory action research approach was employed, utilising a focus group of 14 participants to collect data. The findings revealed that NEET youth prefer English over their mother tongues for learning purposes. Some of the reasons for the preference of using English include that formal schooling was conducted in the language, difficulty in understanding concepts in the mother tongue and the different dialects of the official languages being a barrier. Additionally, the study highlights the challenges of integrating the mother tongue into teaching and learning, largely due to the unequal status of these languages compared to English. The study offers recommendations for policy, advocacy, and the possible incorporation of the mother tongue into teaching and learning, particularly in information literacy. These findings are expected to motivate further empirical research on this phenomenon. [ABSTRACT FROM AUTHOR] |
| Copyright of South African Journal of Libraries & Information Science is the property of Library & Information Association of South Africa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 183558661 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The use of "mother tongue" in information literacy instruction among the NEET (not in education, employment, or training) youth at a South African township. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Chizwina%2C+Sabelo%22">Chizwina, Sabelo</searchLink><relatesTo>1</relatesTo><i> sabelo.chizwina@nwu.ac.za</i><br /><searchLink fieldCode="AR" term="%22Mashiyane%2C+Dina%22">Mashiyane, Dina</searchLink><relatesTo>2</relatesTo><i> dina.mashiyane@nwu.ac.za</i><br /><searchLink fieldCode="AR" term="%22Ramabina%2C+Maropene%22">Ramabina, Maropene</searchLink><relatesTo>3</relatesTo><i> maropene.ramabina@nwu.ac.za</i><br /><searchLink fieldCode="AR" term="%22Mahlangu%2C+Lindi%22">Mahlangu, Lindi</searchLink><relatesTo>4</relatesTo><i> lindi.ntamirukiro@wits.ac.za</i><br /><searchLink fieldCode="AR" term="%22Kenny-Manotwana%2C+Jo-Ann+Krystel%22">Kenny-Manotwana, Jo-Ann Krystel</searchLink><relatesTo>5</relatesTo><i> Jo-ann.manotwane@nwu.ac.za</i><br /><searchLink fieldCode="AR" term="%22Moyo%2C+Mathew%22">Moyo, Mathew</searchLink><relatesTo>6</relatesTo><i> matt.moyo@nwu.ac.za</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22South+African+Journal+of+Libraries+%26+Information+Science%22">South African Journal of Libraries & Information Science</searchLink>. 2025, Vol. 91 Issue 1, p1-10. 10p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Native+language+instruction%22">Native language instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Native+language%22">Native language</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+policy%22">Language policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Sign+language%22">Sign language</searchLink><br /><searchLink fieldCode="DE" term="%22Community-based+participatory+research%22">Community-based participatory research</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: South Africa, with its rich linguistic diversity, boasts 12 official languages, including sign language. The current schooling system uses the English language as the preferred language of instruction for many schools, except Afrikaans-speaking schools. As a result, many students are fluent in English. Many South African educational institutions have adopted other languages, depending on their geographical location as part of their multilingual policy implementation. The focus of this study was on information literacy instruction. The study aimed to investigate the use of the mother tongue in information literacy instruction among the NEET population at Khuma township in South Africa. During the apartheid era, townships were reserved for the African population with limited access to libraries, offering information and user education in their mother tongue. A participatory action research approach was employed, utilising a focus group of 14 participants to collect data. The findings revealed that NEET youth prefer English over their mother tongues for learning purposes. Some of the reasons for the preference of using English include that formal schooling was conducted in the language, difficulty in understanding concepts in the mother tongue and the different dialects of the official languages being a barrier. Additionally, the study highlights the challenges of integrating the mother tongue into teaching and learning, largely due to the unequal status of these languages compared to English. The study offers recommendations for policy, advocacy, and the possible incorporation of the mother tongue into teaching and learning, particularly in information literacy. These findings are expected to motivate further empirical research on this phenomenon. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of South African Journal of Libraries & Information Science is the property of Library & Information Association of South Africa and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.7553/91-1-2482 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1 Subjects: – SubjectFull: Native language instruction Type: general – SubjectFull: Native language Type: general – SubjectFull: Language policy Type: general – SubjectFull: Sign language Type: general – SubjectFull: Community-based participatory research Type: general Titles: – TitleFull: The use of "mother tongue" in information literacy instruction among the NEET (not in education, employment, or training) youth at a South African township. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Chizwina, Sabelo – PersonEntity: Name: NameFull: Mashiyane, Dina – PersonEntity: Name: NameFull: Ramabina, Maropene – PersonEntity: Name: NameFull: Mahlangu, Lindi – PersonEntity: Name: NameFull: Kenny-Manotwana, Jo-Ann Krystel – PersonEntity: Name: NameFull: Moyo, Mathew IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 02568861 Numbering: – Type: volume Value: 91 – Type: issue Value: 1 Titles: – TitleFull: South African Journal of Libraries & Information Science Type: main |
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