Investigation into the Role of Mother Tongue on the Acquisition of French as a Foreign Language (FFL) in the South African Education System

Authors

  • Jean Claude Loh Yai University of Kwazulu Natal, South Africa

DOI:

https://doi.org/10.53103/cjlls.v4i6.188

Keywords:

Mother Tongue, French as a Foreign Language, Language Acquisition, Language Learning, Multilingualism, Pedagogy

Abstract

This paper focuses on the impact of mother tongue on students learning French as a foreign language (FFL) in South Africa.  While identifying well defined advantages and challenges, this study is aimed at explicating how native language backgrounds impact students’ acquisition of French as a foreign language. The study made use of the qualitative research method with a diverse sample of 50 students from educational institutions within the Gauteng and Kwazulu Natal provinces. A Qualitative analysis of the study revealed that there is a significant correlation between students’ mother tongues and their levels of proficiency in French. Findings of this research show that learners whose first languages present structural similarities to French tend to excel in language acquisition unlike students hailing from linguistic backgrounds that diverge significantly from French who tend to encounter enormous difficulties, particularly in areas such as grammar and pronunciation. These findings highlight the urgency for developing tailored teaching strategies for linguistic diversity, thereby suggesting important implications for pedagogy and curriculum design in a multilingual context like South Africa. Further research that will explore the long-term effects of mother tongue influence on language acquisition and proficiency in FFL should be carried out, as well as the larger implications for language learning strategies in similar educational settings.

References

Akinyemi, A., & Akinola, O. (2015). The Role of First Language in Second Language Acquisition: A Focus on French in Nigeria. International Journal of Language and Linguistics, 2(3), 143-149.

Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Multilingual Matters.

de Oliveira, L. C. (2014). Translanguaging in the Foreign Language Classroom: Analyzing the Impact on Learners' Engagement. Language and Education, 28(4), 335-351.

Gough, P. B., & Tunmer, W. E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6-10.

Heugh, K. (2011). Multilingual Education and the South African Language Policy: A Critical Perspective. Language Policy, 10(3), 239-258.

Howie, S. J. & van Staden, S. (2008). The effect of multilingual policies on performance and progression in reading literacy in South African primary schools. Educational Research and Evaluation 14(6), 551-560.

Kruger, A. (2018). The Impact of Language Attitudes on Student Motivation in South Africa: A Case Study. Journal of Language and Social Psychology, 37(4), 486-501.

Lazarus, J. (2020). The role of prestige languages in South African education. Journal of Language Policy, 19(3), 331-348.

Meyer, H. (2017). Challenges of French language acquisition in South Africa. South African Journal of Education, 37(2), 1-10.

Mkhize, N. (2019). Teacher Training for Multilingual Classrooms: Bridging the Gap in French Language Education. Education as Change, 23(2), 1-17.

Mncube, V. (2019). Mother tongue education and second language acquisition. Educational Research Review, 14(1), 58-66.

Nkosi, T. (2020). Bilingual Education Models and Their Effectiveness in Learning French: A South African Perspective. South African Journal of Education, 40(1), 1-12.

O’Neill, G. (2017). The Role of First Language in Second Language Acquisition: Evidence from Bilingual Education. Language Learning Journal, 45(1), 43-56.

Pretorius, E. J., & Machet, M. P. (2004). The role of mother tongue in second language acquisition. South African Journal of Education, 24(1), 33-42.

Sibanda, N. (2020). Multilingualism in South Africa: A linguistic landscape. African Journal of Linguistics, 8(1), 45-60.

Sibanda, G. (2021). Challenges Facing Multilingual Education in South Africa: Perspectives from Teachers. International Journal of Educational Development, 81, 102-109.

Taylor, S., & von Fintel, M. (2016). Estimating the impact of language of instruction on educational outcomes in South Africa. International Journal of Educational Development, 46, 68-75.

Vygotsky, L. (1986). Thought and language. London: the Massachusetts Institute of Technology.

United Nations Educational, Scientific and Cultural Organization (UNESCO). (2008).

The mother tongue dilemma. Education Today: The Newsletter of UNESCO’s Education Sector. Retrieved August 5, 2008 from http://www.unesco.org/education/education_today/ed_today6.pdf

Downloads

Published

2024-11-06

How to Cite

Loh Yai, J. C. (2024). Investigation into the Role of Mother Tongue on the Acquisition of French as a Foreign Language (FFL) in the South African Education System. Canadian Journal of Language and Literature Studies, 4(6), 35–51. https://doi.org/10.53103/cjlls.v4i6.188

Issue

Section

Articles