Die verband tussen moedertaalonderrig en akademiese prestasie van Graad 2-leerders

  • KGF Esterhuyse
  • RBI Beukes
  • L Louwrens


The language used in school education is a matter of great concern and conflict among different language groups in South Africa. Enjoying national and international status, English is often the only language in which the majority of South African parents want their children to be educated. More and more Afrikaans-speaking parents enrol their children in English medium schools. They believe it to be the only way to prepare their children for future international demands. In this article attention is given to issues regarding instruction in the mother tongue and second language, intelligence and academic achievement in grade 2 learners. A total of 138 grade 2 learners from two schools in Bloemfontein participated in the study. The research investigated the medium of instruction (mother tongue/non-mother tongue) as moderator in the relationship between grade 2 learners\' intelligence and academic achievement. Education in the mother tongue, although of a small effect size, was found to be a moderator in the relationship between intelligence and academic achievement. Learners receiving mother-tongue instruction are inclined to achieve better academically than those receiving non-mother-tongue instruction.

Journal for Language Teaching vol Vol. 41 (2) 2007: pp. 69-84

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eISSN: 0259-9570