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ERIC Number: EJ1372246
Record Type: Journal
Publication Date: 2022
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: EISSN-2156-1400
Challenges in Using African Languages as the Language of Learning and Teaching (LoLT) for Mathematics in Rural Schools: Foundation Phase Teachers' Perspectives
Mphahlele, Ramashego Shila; Manyaka, Mmapeu Margret; Moshaba, Patricia Ouma Nomsa
Journal of Mathematics Education at Teachers College, v13 n2 p19-27 Fall 2022
The South African Language in Education Policy (LiEP) advocates using African languages in the Foundation Phase (FP) which is the first phase of formal schooling in South Africa. This paper seeks to identify the challenges in implementing the language provisions prescribed in the LiEP in South Africa and within the region. Using the challenge-based learning (CBL) approach, this paper provides a glimpse into the challenges that 50 FP teachers based in six rural schools in South Africa face when using African languages as LoLT when teaching mathematics. Data collected through questionnaires, focus-group interviews, and observations in mathematics classrooms were used to illuminate these challenges. The results indicate that teachers experienced three main challenges: multilingual learners and learners who were taught in English in pre-school, English scripted lesson plans, and teacher training that was only provided in English. Importantly this paper identified a language disjuncture between policy and practice where the policy requires teachers to teach in African languages while the teaching material is written in English.
Program in Mathematics and Education, Teachers College, Columbia University. 525 West 120th Street Box 210-M, New York, NY 10027. Web site: https://jmetc.columbia.edu/
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A