Language anxiety caused by the single mode of instruction in multilingual classrooms: The case of African language learners
Madonsela, Stanley
The capacity to use language is unique from one individual to another. This
could also depend on the individual’s exposure to a language. This article aims
to contribute to the growing area of research on language anxiety by exploring
the extent to which language anxiety affects learners’ performance in learning
in multilingual classrooms, especially African learners who are learning English
as a second language. Learners, especially in the Intermediate Phase in South
Africa who are learning in a second language for the first time, may experience a
certain level of anxiety because that language is foreign to them. The discussion
idea is further advanced by exploring the use more than one language in
teaching in order to promote learner autonomy in the learning process. The
conclusion will try to provide possible means to deal with language anxiety
amongst learners in order to improve learner performance.
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