Towards a policy on teacher use of language during science teaching and learning in South Africa

Oyoo, Samuel Ouma; Nkopodi, Nkopodi

doi:10.1080/02533952.2020.1853955

Cited by 5 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In terms of its laws and linguistic usage, South Africa is a multilingual nation. This is clear from the fact that nine of the eleven official languages recognized by the South African Constitution (Republic of South Africa [RSA], 1996) are indigenous languages (Oyoo & Nkopodi, 2020). In this study, indigenous languages are local languages, such as isiNdebele and Sepedi being local languages in KwaNdebele in the Mpumalanga Province.…”

Section: Introductionmentioning

confidence: 85%

See 1 more Smart Citation

The influence of natural science scientific register in isiNdebele on classroom practices

Ntuli

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

This study is an interpretive qualitative case study. Its goal was to look at the influence of natural science scientific register in isiNdebele on classroom practices. The study was conducted in some schools of the Siyabuswa 2 circuit in the Mpumalanga Province. The stakeholders’ (teachers, learners, and parents) information was gathered through interviews and observations. Data gathered from interviews and observations were analyzed using content analysis. Interviews and observations that were recorded on audio were examined by playing them back numerous times after being transcribed into a word document. The findings demonstrated that the usage of indigenous languages favorably influences learner interactions and discourses in the classroom. This is because there was the most interaction in the classroom when learners were taught natural sciences using isiNdebele register. As opposed to when they taught using the English register, where they were mostly passive. This emphasizes the requirement for the creation of scientific registers in native languages. Consequently, it is advised that indigenous languages’ scientific language registers be incorporated into education and learning as they positively influence interactions and discourses, which yield to meaningful learning and better performance.

show abstract

Section: Introductionmentioning

confidence: 85%

“…The majority of South Africans are multilingual, frequently three or more. However, the majority of the nation's official activity is conducted in English, with certain smaller towns and provinces also using Afrikaans (Oyoo & Nkopodi, 2020).…”

Section: Introductionmentioning

confidence: 99%

The influence of natural science scientific register in isiNdebele on classroom practices

Ntuli

2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

show abstract

“…These experts also affirm that learning in the mother tongue enhances learners' interactions and discourses, contributing to meaningful learning and improved performance. The perspectives of these stakeholders are further supported by Oyoo and Nkopodi [2], which also emphasized how the use of indigenous languages can enhance meaningful learning and lead to better outcomes.…”

Section: Case 1 (Thabo)mentioning

confidence: 99%

“…South Africa is a multilingual country both in its legislation and language practices. This is evident in the South African Constitution [1], which recognizes twelve official languages, including sign language, with nine of these being indigenous [2]. These languages are used interchangeably by various people in daily interactions.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Influence of an African Indigenous Language on Classroom Interactions and Discourses

Ntuli,

Mudau

2024

Education Sciences

View full text Add to dashboard Cite

This qualitative interpretative case study aimed to investigate how the developed isiNdebele scientific language register for Natural Sciences influences learners’ classroom interactions and discourses. Data were collected from stakeholders through interviews and observations. The results indicated that the use of African indigenous languages positively shapes learners’ classroom interactions and discourses. Specifically, when learners were taught Natural Sciences using the isiNdebele register, there was maximum interaction in the classroom in contrast to using the English register, where learners were passive for most of the lesson. This highlights the need for developing scientific registers in African indigenous languages. Therefore, it is recommended that these registers be integrated into teaching and learning as they positively influence interactions and discourses, leading to meaningful learning and better performance.

show abstract

Criteria for enhancing student wellbeing in STEM classrooms: ICT and indigenous knowledge in South African higher education

Nkopodi,

Jakovljevic,

Photo

2024

Discov Educ

View full text Add to dashboard Cite

This study explores the integration of Information and Communication Technology (ICT) and Indigenous Knowledge Systems (IKS) to enhance student well-being in STEM classrooms within South African higher education. South Africa has long struggled with low enrolment and poor performance in STEM subjects, impaired by inadequate teacher training, teaching methodologies, and psychological factors such as anxiety. The COVID-19 pandemic has further emphasized the need for resourcefulness in education, highlighting the potential benefits of technology and indigenous knowledge in mitigating these challenges. The researchers investigate the synergy between ICT and IKS in reducing stress and anxiety among STEM students and educators. The study employs a critical reflective approach to analyze existing literature and derive a preliminary framework. This framework includes criteria for integrating IKS into STEM curricula, strategies for using ICT and IKS synergistically, and professional development for STEM teachers in the era of decolonization and the Fourth Industrial Revolution (4IR). The study concludes by proposing twelve preliminary criteria for the effective use of ICT and IKS to address psychological challenges in STEM education. These criteria aim to promote a holistic, inclusive, and culturally relevant learning environment that leverages both traditional knowledge and modern technological advancements. However, the study’s reliance on theoretical perspectives without empirical testing may affect the validation of the proposed criteria.

show abstract

Towards a policy on teacher use of language during science teaching and learning in South Africa

Cited by 5 publications

References 13 publications

The influence of natural science scientific register in isiNdebele on classroom practices

The influence of natural science scientific register in isiNdebele on classroom practices

Influence of an African Indigenous Language on Classroom Interactions and Discourses

Criteria for enhancing student wellbeing in STEM classrooms: ICT and indigenous knowledge in South African higher education

Contact Info

Product

Resources

About