All the participants started their schooling in English-medium pre-primary schools. From the average age of three they were exposed to English as a second language. All the participants then attended various English-medium primary schools before entering theircurrent high school in grade 8. During the individual interviews and corroborated in the focus group interview, all the participants expressed the view that they prefer to learn in English. They are of the opinion that they need English to succeed, especially if they want to go to university.
Reasons for this opinion are reflected through their statements below.
4Indiv.: 'English is an international language.'
5Indiv.: 'I got a friend of mine in grade 8 at the township school. She is sixteen.
In grade 6 she failed because she did not understand English. She did not go to a proper school.'
2Indiv.: 'I think that if I did not start with English in grade1, it would be hard.' 1Indiv.: 'Not struggling at a white school. As I see now most people who come
from black school and go to a white school, like struggle.'
1FG: 'You learn in English at university.'
3FG: 'Yes, I don't have a problem with English.'
4FG: 'I want to go to university. It would be hard if I struggled with English.' Participant 1's mother was a live-in domestic worker for a white family. As a result, the learner grew up and spent most of her time with the white family, which has two daughters.
They encouraged her mother to send her to a previouslywhites-only school. They sponsor her financially so that she can attend this school.
Participant 2 also has a sponsor which is a motivation to do well and pass.
2Indiv.: 'Well obviously they're not going to sponsor someone who is failing, not going to waste their money.'
It is clear from the data above that all the participantsview learning in English from the start of their schooling as being to their advantage, as opposed to their peers who have not had the same experience.
4.3.1.2 Loss of language
During the individual and focus group interview sessions the participants made it clear that they would not want to learn in Xhosa at this stage of their lives. They also speak mainly English at school, even when with other Xhosa-speaking learners. This has had an influence on the retention and development of their mother tongue, i.e. Xhosa, leading to the loss of development of their mother tongue.
The following comments were made regarding their experiences when confronted in their mother tongue:
3Indiv.: 'At home we speak mostly English. Sometimes we speak my language, but most of the time English. Sometimes my mom will speak and I will respond in English. Sometimes she goes deep and then I don't understand what she says.'
2FG: 'Xhosa is difficult. It would be difficult to do it at this stage.' 6FG: 'Yes, especially after learning in English all this time.'
2Indiv.: 'I am used to English. Everything is simple in English. It would be like me going to a black school now. I would not be able to, hard to adapt, everything done in Xhosa. I can speak it, but I can't write it.'
5FG: 'I can speak but I can't write it.'
3Indiv.: 'That would be hard, because people actually judge you, if your English is bad, they laugh, like,"Oh, she comes from the Transkei."'
The comments of the participants clearly illustrate that their schooling experience has led to a loss of their mother tongue, as proposed by Nel (2005) in the literature. Despite this the participants and their parents view their attendance at an English-medium school as an advantage, as can be seen in the reasons, given below, for attending this particular school.
4.3.1.3 Reasons for attending the school
When asked why they chose to attend this school and not the school in their township which is within walking distance, and which has a majority of Xhosa learners, the responses of the participants revealed a perception that one has access to better opportunities if one attends a white school.
1Indiv.: 'I'll say learning, being able to speak English properly …'
5Indiv.: 'My mother says if I were to fail, she would take me out and put me in
… not appreciate the opportunity I have been given.'
3FG: 'This school is way better. It is strict but it is good. You can't do want you want. In … they do want they want.'
4Indiv.: 'I would rather quit school than attend a black school.'
4Indiv.: … 'because they speak Xhosa there. I don't think I would have coped there because I always stayed in…speaking English.'
2Indiv.: 'I kind of wanted to learn something. Resources of the school makes a big difference. Separating myself from my friends at that school has been good.'
5FG: 'Things are better here. The facilities are better. There are good teachers.'
5Indiv.: My mother doesn't think the education is high and she thinks the standard there is lower … She thinks being here is a like a privilege because she did not get to go to a school like this.'
The perception, as is evinced in the literature, that attendance of a former white Model C school will afford one better opportunities, seems to be echoed by the participants and their parents.