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This study explored the early fatherhood experiences of school-going teenage fathers. Informants were four South African Sesotho speaking teenage fathers, aged 17 to 20 years. They responded to semi-structured interviews on their experiences during schooling. Following thematic analysis, results revealed that Basotho teenage fathers are initially fearful of being early fathers and they initially react with denial of parenthood. The early fathers reported experiencing humiliation by schoolteachers and peer rejection, which also harmed their academic performance. Subsequently, the early fathers underwent a transition becoming resilient, choosing to involve themselves in their children's upbringing and growth, and building positive relationships with their partners. [ABSTRACT FROM AUTHOR]

In the study reported on here, we focused on the use of English as language of learning and teaching (LoLT) for isiXhosaspeaking Foundation Phase learners in a historically disadvantaged school in the Western Cape, South Africa. It was a qualitative case study within an interpretive research paradigm. We used focus groups and interviews for data collection and conducted thematic analysis for the qualitative findings. The participants were 12 Foundation Phase learners (6 females and 6 males aged 7-9 years), 8 female Foundation Phase teachers (aged 29-56 years) and 12 parents/caregivers (aged 29-57 years). The results from this study show that isiXhosa-speaking Foundation Phase learners growing up in historically disadvantaged areas and attending disadvantaged schools experience several barriers to learning. The barriers to learning investigated included exposure to isiXhosa as primary language, psychological-social barriers, English as language barrier to teaching and learning and a lack of parental involvement and support. [ABSTRACT FROM AUTHOR]

This study reported on the psychometric properties of a prospective measure of psychological wellbeing among immigrant francophone adolescent learners in high schools in the Western Cape, South Africa. The sample size comprised 170 participants (females = 51%; age range 14 to 20 years). Scores from the measure were analysed for internal consistency and factorial structure. The evidence suggests scores from the measure to be reliable for measuring emotional regulation, aggressiveness, empathy, and sympathy among the immigrant francophone adolescent learners. [ABSTRACT FROM PUBLISHER]

This study describes the response profiles of a sample of isiXhosa learners regarding to the Adjusted Rorschach Comprehensive System (ARCS) and related influences to explain the response latencies. This was a multiple case study in which six test naive high school learners (females = 3; males = 3; aged 14 years) attempted to respond to the ARCS. Both test protocol and process data were gathered. Data were thematically analysed. Responses were adequate in 83% of the instances. Process factors that appeared to impact response rate and quality included language of administration, seating arrangement, and option to use drawing for the responses. [ABSTRACT FROM AUTHOR]