This study employed a qualitative interpretative case study methodology, involving two teachers and one class of learners from two selected schools. The researcher used observation to address a critical question: How does the application of the Tshivenda scientific language register shape meaningful learning? The findings reveal that the…

Background: Lexical properties such as orthographic neighbours have been shown to have an influence on reading and writing; however, this phenomenon is yet to be explored in the Southern Bantu languages. Objectives: We investigate the role of orthographic neighbourhood density and neighbourhood frequency in reading and spelling in Grade 3 isiXhosa…

In this paper, we detail the outcomes of a small-scale intervention study that aimed to support the mathematising processes of Grade 2 South African learners when working with additive relations problems. We report on the mathematising shifts that were evident in pre- and post-test responses prior to and after a sequence of 13 intervention…

Mathematics is one of the critical subjects studied worldwide and is a major for all science faculties and careers. However, it is 1 of the subjects in which performance is poor in all educational phases and bands. Therefore, with this research we aimed to consider the use of mother tongue in the learning and teaching of mathematics in schools.…

This paper provides a critical reflection on the academic writing ability of English second-language students in a South African university. Acquiring proficiency in academic writing is one of the essential skills that students at the tertiary level are expected to acquire. One challenge that has emerged after the outbreak of COVID-19 is that…

In this position paper we highlight language as a perennial factor contributing to compromised meaning-making in multilingual primary school mathematics classrooms. We note use of the term 'translanguaging' in discussions around mitigating this meaning-making challenge. The paper argues that, while much work remains to be done towards clarifying…

Background: This article critically examines the nature of isiXhosa translations in mathematics learning materials, specifically focusing on the doubling and halving unit within the 'South African Grade 3 Mental Starters Assessment Project (MSAP): Teacher Guide'. Teaching in home languages is encouraged in the Foundation Phase, but unfamiliar…

Introduction: Today, classes made up of learners with different linguistic backgrounds are a reality in many countries, including South Africa. Thus, this study was driven by the need to explore the various preconditions that must be met for the inclusion of home languages in an English First Additional Language context in the Further Education…

Teaching physical sciences in English as the Language of Learning and Teaching (LOLT) has presented numerous challenges, particularly for learners who are not proficient in the language. The South African government is increasingly considering the use of indigenous languages as the medium of instruction for subjects such as physical sciences,…

Background: Several isiXhosa home language (HL) learners are excluded from meaningful mathematics learning because they are taught in English. Not only do teachers lack epistemological and pedagogical confidence in using multiple languages when teaching mathematics, but there are no mathematical registers for African languages that allow for…

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…

Classrooms across the world are becoming more diverse, forcing mainstream teachers to accept responsibility for teaching second language (L2) learners. As a result, pedagogical translanguaging has come to the fore as a potential practice to help L2 learners perform academically. In South Africa pedagogical translanguaging had not previously been…

This paper explores the efficacy of implementing bilingual education in the Foundation Phase in South Africa. Doctrinal analysis was used as a data collection tool wherein English and Xitsonga were both used as mediums of instruction in the Foundation Phase. To acquire empirical evidence used to add doctrinal data, eight contact sessions were…

Immersion models require the concurrent teaching of mathematics and of a second language. Research evidence suggests that few teachers possess sufficient pedagogical knowledge and skill to manage both these tasks adequately. The argument in this position paper is that the construct of 'language-as-resource' offers a more equitable bridging pathway…

Background: English Second Language (ESL) learners have difficulty constructing sentences due to internalising information in their home language and thereafter translating it into English. Learners who have difficulty speaking English generally encounter problems writing it, which hampers their creative writing ability. Objectives: The purpose of…