After 1994, South African policy changes brought about variations in language education resulting in many monolingual classrooms becoming multilingual. Much of the current literature focuses on either providing recommendations to diverse approaches of teaching a second language or describing the experiences of second language learners while limited studies unearthed teachers’ experiences in multilingual classrooms, especially where the language of learning and teaching (LoLT) was Afrikaans. In this article we examine responses of teachers in the Northern Cape to teaching isiXhosa to learners whose mother-tongue is Afrikaans. From an interpretivist lens and using a case study design, we present 6 Afrikaans Foundation Phase teachers’ (FPTs) experiences in teaching isiXhosa as a second First Additional Language (FAL) to non-isiXhosa speakers. Data from in-depth email interviews were coded and thematically analysed. The results from this study show that, while teachers regard multilingualism as fundamental, they equally regard the isiXhosa curriculum as a tool to develop learners’ language proficiency.

中文翻译：

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促进多种语言：基础阶段教师向以南非荷兰语为母语的人教授 isiXhosa 的经验

1994 年后，南非的政策变化带来了语言教育的变化，导致许多单语教室变成了多语种。当前的大部分文献都侧重于为教授第二语言的不同方法提供建议或描述第二语言学习者的经历，而有限的研究揭示了教师在多语言课堂中的经历，尤其是在学习和教学语言 (LoLT) 是南非荷兰语的情况下. 在本文中，我们研究了北开普省教师对向以南非荷兰语为母语的学习者教授 isiXhosa 的反应。从解释主义者的角度并使用案例研究设计，我们展示了 6 位南非荷兰语基础阶段教师 (FPT) 在向非 isiXhosa 使用者教授 isiXhosa 作为第二第一附加语言 (FAL) 的经验。对来自深度电子邮件访谈的数据进行编码和主题分析。这项研究的结果表明，虽然教师将多语言能力视为基础，但他们同样将 isiXhosa 课程视为培养学习者语言能力的工具。