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Journal of Education
The language of learning and teaching (LoLT) poses a threat to the quality of teaching and learning of most learners who speak African languages in Africa and particularly in South Africa. In this study, I explore language attitudes and the lived experiences of 400 Grade Four teachers in Pinetown and UMgungundlovu districts teaching African learners using English as LoLT. The study challenges Anglonormative language ideologies (Mckinney, Carrim, Layton, & Marshall, 2015) and the coloniality ofdoi:10.17159/2520-9868/i72a03 fatcat:ecybfycu5zaotitq2dkob6xay4