Challenges Experienced by Non-English Speaking Congolese Learners From Congo in Former Model C Schools

Abstract

We are currently living in an era of mass global migration. Therefore, it is a pertinent time to reflect on the challenges and possibilities inherent in educating non-English-speaking immigrant learners. Immigrant learners from DRC Congo have limited or no proficiency in the English language and need a period of adjustment to both the new school and society and an emotionally safe atmosphere, to rapidly learn English, become acculturated and reaffirm their self-esteem. The purpose of the study is to investigate challenges experienced by non-English speaking learners from Congo in former model C schools and how educators communicate with non-English speaking learners and how these learners adapt to teaching and learning. The study utilised a qualitative approach. An interpretive paradigm was used to assess the interaction of immigrant learners with various stakeholders in a school setting. Purposive sampling was used to select 6 learners, 3 educators, 3 principals, and 1 parent. This study will be guided by the Broaden-and-Build theory. The results of this study revealed that learning English as a second language was a painful experience in an environment where educators are busy with their workload and have no time for intervention programs. The study recommended a holistic approach to teaching and learning to assist immigrant learners with better academic achievement.

Keywords

• language learning
• acculturation
• xenophobia
• bullying
• discrimination resilience