Original Research
A mathematics teacher’s response to a dilemma: ‘I’m supposed to teach them in English but they don’t understand’
Submitted: 22 July 2019 | Published: 28 April 2020
About the author(s)
Sally-Ann Robertson, Education Department, Faculty of Education, Rhodes University, Grahamstown, South AfricaMellony Graven, Education Department, Faculty of Education, Rhodes University, Grahamstown, South Africa
Abstract
Background: English is the dominant language in South African schools although it is the home language for less than 10% of the population. Many schools have yet to embrace the Language in Education Policy’s advocacy of additive bilingualism. This has led to a majority of the country’s children learning and being assessed through a language in which they lack proficiency.
Aim: This article draws on second language teaching and learning theory to make a case for more systematic support for learners’ second language development and for legitimation of use of home language in mathematics classrooms where a different language is the official medium. The article shares empirical data from a South African Grade 4 mathematics teacher’s classroom to illuminate arguments in favour of additive bilingualism.
Setting: A non-fee-paying public school in Eastern Cape province of South Africa.
Methods: Data were collected through lesson observations, teacher interviews and assessment data generated by a professional development project initiative.
Results: The ‘illuminatory’ lesson data suggest that allowing learners to use their home language alongside English facilitated their mathematical sense-making. This suggestion is strengthened by assessment data from a larger development project mandated with exploring ways for improving the quality of primary mathematics teaching and learning.
Conclusion: Insights from this article add to many other calls made for more sustained and serious consideration of the pedagogical and epistemological value of multilingual approaches for South African classrooms.
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Crossref Citations
1. Unveiling problem-solving strategies of pre-service mathematics teachers: A visual and discursive exploration
Mzwandile Wiseman Zulu, Vimolan Mudaly
Eurasia Journal of Mathematics, Science and Technology Education vol: 19 issue: 7 first page: em2299 year: 2023
doi: 10.29333/ejmste/13344