- Title
- IsiXhosa as the language of teaching and learning mathematics in Grade Six: investigating the mother tongue based bilingual education mathematics pilot in the Eastern Cape Province, South Africa
- Creator
- Mbude, Naledi Ntombizanele
- ThesisAdvisor
- Kaschula, Russell
- Subject
- Mathematics -- Study and teaching (Elementary) -- South Africa
- Subject
- Education, Bilingual -- South Africa
- Subject
- Native language and education -- South Africa
- Subject
- Language policy -- South Africa
- Date
- 2020
- Type
- text
- Type
- Thesis
- Type
- Doctoral
- Type
- PHD
- Identifier
- http://hdl.handle.net/10962/143262
- Identifier
- vital:38215
- Description
- This study is an investigation on lessons learnt when the language of learners is maintained for teaching and learning mathematics beyond Grade 3 for another 3 years. It is undertaken in Cofimvaba, a rural village of the Eastern Cape in South Africa. We investigate lessons that can be learnt from the Mother Tongue based- Bilingual Education (MTbBE) strategy, that can be replicated. South Africa post-1994 has a Language-in-Education Policy (1997) that provides for the use of all official languages as Languages of Teaching and Learning (LoLT), this has remained on paper as the schooling system focusses on an early –exit model of three years of the Mother Tongue Education (MTE) for the Foundation Phase (FP) then exit to English instruction in Grade 4; this applies to African language learners only. English and Afrikaans speakers have mother tongue education from cradle to university; a benefit they have enjoyed pre- and post-apartheid. Various studies have been conducted to understand the relationship between language and mathematics learning as it is crucial to design mathematics instruction for students who are English Learners (ELs) and/or bilingual. However, in South Africa, there had not been a direct exploration of the achievement of learners in mathematics when their mother tongue is used and sustained throughout the first six years of learning mathematics, while English is a supportive resource. This is the focus of this study. The study lends itself to the adoption of a mixed methods design (QUALT+QUANT), while also employing documents, observation and test scores of learners to obtain data. Content analysis and thematic analysis approaches were used in analyzing the qualitative-type data while a statistical approach was used in the analysis of quantitative data. The main aim of the study was to establish whether in the Cofimvaba pilot, there is any evidence to make a case for extending Mother Tongue Based-bilingual Education (MTBBE) beyond Grade 3 for black African children. Another aim, was to highlight and document the effort that was the first of its kind in South Africa, undertaken in a small rural area to develop isiXhosa as language of Mathematics and Science. The most salient of this effort was the fact that it was underpinned by deliberate theoretical and empirical foundations central to language policy and planning. The finding of this study is that the use of isiXhosa for MTbBE was effective for boosting mathematical and science skills in the mother tongue and English in Grade 6 as demonstrated in Chapter 7 and 8. Lastly, this study demonstrates the power of political will and how a decision backed by financial investment can transform the wider system despite the challenges of transformation. For the first time in the history of education; a poor department has stuck to its guns; unwearied by the negativity surrounding the development of African languages. It committed to the cause of improving the academic achievement of the poorest of the poor. Historically, in implementing a Mathematics Curriculum, the Department of Education (both officials and teachers) has never efficiently implemented the LiEP (1997) in the manner spelt out in its policy documents viz, multilingualism as the norm. The focus has been on a perspective of learners who are learning and must English, then mathematics and ways to get them to know English at all costs. This view creates inequities in the classroom because it places emphasis on what learners don’t know or can’t do. In contrast, this study proposes a sociocultural perspective that shifts away from deficiency models of bilingual learners and instead focuses on describing the resources bilingual students use to communicate mathematically (Moskovich, 1988). Without this shift we will have a limited view of these learners and will design instruction that neglects the competencies they bring to mathematics classrooms. If, instead, we learn to recognize the mathematical ideas these students express in spite of their accents, code-switching, or missing vocabulary, then instruction can build on students’ competencies and resources (Moskovich, 1998). This study recommends a plethora of strategies that must be taken by the Department of Education to widen epistemological access to mathematics for African language learners using MTbBE as a viable strategy.
- Format
- 359 pages, pdf
- Publisher
- Rhodes University, Faculty of Humanities, School of Languages and Literatures
- Language
- English
- Rights
- Mbude, Naledi Ntombizanele
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details | SOURCE1 | MBUDE-PHD-TR20-187.pdf | 5 MB | Adobe Acrobat PDF | View Details |