Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

Solomon, Ailwei; Blessing, Sizwe

doi:10.12973/ijem.7.4.637

Cited by 6 publications

(2 citation statements)

References 37 publications

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“…As has already been discussed, South Africa is a multilingual country, and as with any second language speakers elsewhere, a considerable proportion of students lack proficiency in English. Using home languages provides fringe benefits to students and educators who may have difficulties articulating concepts (Karakaya & Dikilitaş, 2020;Mawela & Mahlambi, 2021). Since English is a second language to many, the meanings of concepts often get lost in translation as students attempt to stay abreast with the pressures of academic life at universities, where they are suddenly confronted by a courseload that is taught and assessed in English (Du Plessis, 2021;Madadzhe, 2019;Vaccaro, 2022).…”

Section: Prominent Benefits Of Using Home Language As a Medium Of Ins...mentioning

confidence: 99%

Reflections on Decolonising of Medium of Instruction at South African Universities

Mutongoza,

Mutanho,

Linake

et al. 2023

REPAM

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The 2015/6 #Rhodes Must Fall student protest reignited the debate to decolonise higher education in South Africa and many parts of the world. One way of achieving this is through decolonising the language of teaching and learning in higher education to increase access. Within this caveat, we anticipate that this article will add a crucial contribution to contemporary international and local debates on decolonising the medium of instruction by providing evidence from South African institutions’ unique challenges and prospects associated with the quest to deliver quality decolonised education. While tremendous strides have been made in expressing the constitutional right of every learner to receive primary education in a language of their choice, at the university level, the development and implementation of inclusive language policies have been dismal at best. With the demise of the apartheid regime that significantly stifled African languages in South Africa, one could have hoped for changes in attitude and language usage in universities, mainly because universities still have discernible remnants of the apartheid legacy. This article highlights the urgent need for decolonising South African higher education, particularly concerning using English as the medium of instruction. We further hope that this study will benefit practitioners and stakeholders involved in formulating language policies at their respective learning institutions and prompt them to treat the decolonisation process with befitting urgency.

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Section: Prominent Benefits Of Using Home Language As a Medium Of Ins...mentioning

confidence: 99%

Reflections on Decolonising of Medium of Instruction at South African Universities

Mutongoza,

Mutanho,

Linake

et al. 2023

REPAM

View full text Add to dashboard Cite

show abstract

“…Therefore, this study aimed to explore teachers' perspectives and practices regarding code-switching. Instead of focusing on teachers' theoretical knowledge of code-switching, as most studies do (Mawela & Mahlambi, 2021), we observed their actual code-switching practices and asked about their perceptions of those practices. The study specifically focused on Geography teaching at the FET level (Grades 10-12).…”

Section: Introductionmentioning

confidence: 99%

The nexus between Geography teachers’ code-switching perceptions and practices: A case study

Leruele,

Sibanda

2024

IJER

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The study investigated the intersection between teachers' perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or familiarity with, the two languages involved, and the grade level they taught. Following the interpretive paradigm and qualitative approach, the study employed semi-structured interviews to gather the participants' perceptions of code-switching as a teaching practice, as well as their implementation of it in the classroom. Additionally, classroom observations were conducted to observe the teachers' actual code-switching practices during Geography lessons. The study then compared the teachers' perceptions and practices to determine the extent of their intersection. Thematic data analysis was used to analyse the data. The results revealed a discrepancy between the teachers' perceptions and practices, particularly in terms of the purposes, types, and frequency of code-switching, among other aspects. The study concludes that classroom code-switching was not a deliberate and conscious activity guided by a well-informed and equally conscious understanding of the practice, but rather a largely habitual behaviour. As a recommendation, the study suggests conducting in-service workshops to enhance teachers' comprehension of code-switching and provide them with effective strategies for its application in the classroom.

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A Case Study in Kgotsong of Grade 4 Learners’ Performance in Natural Sciences Utilising English as A Medium of Teaching and Learning

Mentoor,

Bhagwandeen,

Setlalentoa

2024

INT J EDUC METHODOL

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<p style="text-align:justify">The study investigated the effects of utilising English as the primary teaching language on the academic development of Grade 4 (Gr4) learners, specifically focusing on the Life and Living (L&L) component of Natural Sciences (NS). Gr4 learners commonly transition to English as the Language of Learning and Teaching (LoLT), relegating native languages such as Sesotho to mere study subjects. This shift often results in comprehension and retention challenges, hindering students' academic achievements. By employing a quasi-experimental research design, the study used a purposefully selected sample of 80 Gr4 students from two primary schools. The control group (45 learners) received English instruction from Grade R to Grade 7, while the experimental group (35 learners) switched from Sesotho to English in Gr4. Both groups underwent pre-tests and post-tests, revealing statistically significant differences favouring the experimental group. These findings support the research hypothesis that introducing English as the LoLT as early as Grade R has a significant impact on learners' performance, particularly in NS. It is recommended that English be adopted as a medium of instruction for NS, as this better prepares students for future academic challenges.</p>

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Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

Cited by 6 publications

References 37 publications

Reflections on Decolonising of Medium of Instruction at South African Universities

Reflections on Decolonising of Medium of Instruction at South African Universities

The nexus between Geography teachers’ code-switching perceptions and practices: A case study

A Case Study in Kgotsong of Grade 4 Learners’ Performance in Natural Sciences Utilising English as A Medium of Teaching and Learning

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