The influence of language policy in education on mathematics classroom discourse in malawi: the teachers' perspective

Kaphesi, Elias

doi:10.1080/13664530300200190

Cited by 9 publications

(4 citation statements)

References 9 publications

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“…Studies on teachers' practices have found that teachers rely on code switching between English and Chichewa or other home language to communicate in the classroom. This has been found to be effective by Kaphesi (2002), similar to studies elsewhere for example in South Africa (Setati et al, 2008;Webb & Webb, 2008).…”

Section: Language and The Teaching And Learning Of Mathematics In Malawisupporting

confidence: 85%

Teaching the concept of zero in a Malawi primary school: illuminating the language and resource challenge

Kazima

Jakobsen

Mwadzaangati

et al. 2023

ZDM Mathematics Education

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In this paper we discuss findings of a study that investigated the resources and language that teachers in Malawi use to teach the concept of zero. In Malawi primary schools, textual resources available to teachers are mainly the curriculum materials in the form of syllabus, teacher guides and learner textbooks. The syllabus and teacher guides are in English while the learner textbooks are in Chichewa as teaching is in Chichewa or other local language in the first 4 years of primary school. We used the Mediating Primary Mathematics framework (Venkat and Askew in Educ Stud Math 97:71–92, 2018) and a qualitative case study of two teachers to explore the resources used, how the teachers interacted with the resources and how they moved between the two languages. Our findings include that the language and resources that the teachers used provided affordances as well as constraints for learning the concept of zero. We identified two types of challenges for the teachers; that of naming and that of representing the concept of zero. We discuss what the Malawi context illuminates about teaching zero in post-colonial multilingual settings.

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Section: Language and The Teaching And Learning Of Mathematics In Malawisupporting

confidence: 85%

Teaching the concept of zero in a Malawi primary school: illuminating the language and resource challenge

Kazima

Jakobsen

Mwadzaangati

et al. 2023

ZDM Mathematics Education

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“…Research, internationally, suggests that teaching and learning mathematics in multilingual classrooms is complex (Adler, 2001;Chilora, 2000;Chilora & Harris, 2001;Chilora et al, 2003;Halai, 2001;Kaphesi, 2001Kaphesi, , 2003Khisty, 1995;Moschkovich, 1999Moschkovich, , 2002Pirie, 1998;Setati, 2002Setati, , 2005Setati & Adler, 2000). This complexity is a result of the nature of the mathematical language and that, in most mathematics classrooms, the LoLT being used is different from the first, main or home language of both the teachers and learners.…”

Section: Related Literaturementioning

confidence: 96%

“…Studies conducted in primary mathematics classrooms in Malawi have shown that mathematics teachers, who teach in the lower classes face a lot of language challenges when teaching mathematics (Chilora, 2000;Chilora & Harris, 2001;Chilora, Jessee, & Heyman, 2003;Kaphesi, 2001Kaphesi, , 2003, partly because of the language-in-education policy (LiEP). The LiEP in Malawi stipulates that the learner's home languages should be used as the language of learning and teaching (LoLT) for the first four years of primary school (Ministry of Education, 1996).…”

Section: Introductionmentioning

confidence: 98%

Code-switching in a college mathematics classroom

Chitera

2009

International Journal of Multilingualism

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This paper presents the findings that explored from the discourse practices of the mathematics teacher educators in initial teacher training colleges in Malawi. It examines how mathematics teacher educators construct a multilingual classroom and how they view code-switching. The discussion is based on pre-observation interviews with four mathematics teacher educators in teacher training colleges and the data collected from their mathematics classroom observations. The research findings indicate that the mathematics teacher educators regard multilingualism and the language practices that come with it such as code-switching more as a problem rather than a resource for teaching and learning. Contrary to the emphasis that code-switching is spontaneous and encouraged in schools, it is found that the nature of code-switching in college mathematics classroom is not spontaneous; rather it is very much controlled and restricted. Furthermore, this paper shows that the dilemmas of code-switching as discussed by Adler (1998Adler ( , 2001 are more acute in teacher training colleges. This article argues that codeswitching needs to be viewed as a resource in college mathematics classrooms and student teachers should be given the opportunity to code-switch without being restricted by the teacher educators.

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“…According to Kaphesi (2003), it is crucial for teachers who teach in lower primary grades to take account of the MT's vocabulary and language structure. Preservice teachers need to be more effective in oral communication in the MT to assist learners in the development of general language skills as well as the language (discourse) needed for mathematics.…”

Section: Current Practice In Namibian Teacher Educationmentioning

confidence: 99%

The language of instruction in mathematics teacher education for the early grades

Shuukwanyama

Long

Nkosi

et al. 2022

SAJCE

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Background: Teaching mathematics in junior primary classroom requires an understanding of concepts and knowledge to communicate them applicably. The role of language of instruction is thus deemed significant in creating adequate insight into mathematical content. Teacher training institutions are therefore required to produce skilful teachers to utilise the mother tongue (MT) as medium of instructing mathematics.Aim: Lecturers’ perceptions on the use of MT in the teaching of mathematics is viewed crucial in determining the values and emphasis they place on the preparation of student teachers to effectively teach mathematics in MT. The study aims at uncovering the perceptions of mathematics lecturers regarding MT instruction in the University.Setting: The study was conducted at one of the University of Namibia campuses which train teachers.Methods: Purposive sampling was used to select four lecturers. Semistructured individual interviews were used to obtain lecturers’ perspective on the stated issue.Results: Findings indicated that although lecturers were aware of the benefit of teaching mathematics in MT, not all were in agreement with teaching in MT especially at the university. Findings further indicated that there are various impediments for teaching mathematics in MT at the university including students’ background and the lack of resources, including lecturers who speak the MT.Conclusion: A recommendation deriving from the study is that two parallel policies for language in education are implemented, one pertaining to the school environment, under the control of the Ministry of Education, and one pertaining to the tertiary education, under the auspices of the university. For tertiary education it is advocated that courses embrace both the official English language, as well as the Mother Tongue, in equal proportions.

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The influence of language policy in education on mathematics classroom discourse in malawi: the teachers' perspective

Cited by 9 publications

References 9 publications

Teaching the concept of zero in a Malawi primary school: illuminating the language and resource challenge

Teaching the concept of zero in a Malawi primary school: illuminating the language and resource challenge

Code-switching in a college mathematics classroom

The language of instruction in mathematics teacher education for the early grades

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