Using language as a resource: strategies to teach mathematics in multilingual classes
- Authors: Whale, Susan Gaye
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9469 , http://hdl.handle.net/10948/1669 , Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Description: South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.
- Full Text:
- Date Issued: 2012
- Authors: Whale, Susan Gaye
- Date: 2012
- Subjects: Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:9469 , http://hdl.handle.net/10948/1669 , Mathematics -- Study and teaching (Elementary) -- South Africa , Code switching (Linguistics) -- South Africa , Education, Bilingual -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Blacks -- Education -- South Africa -- Eastern Cape
- Description: South Africa is a complex multilingual country. In the majority of schools in the Eastern Cape, a province in South Africa, the teachers and learners share the same home language, isiXhosa, but teach and learn mathematics in English. The purpose of this study was to encourage teachers to use the home language as a resource to teach mathematics in multilingual classes. The study follows a mixed method design, using both qualitative and quantitative data. Qualitative data were collected from a survey and poetry, which teachers crafted, in which they highlighted their perceptions about language in their lives. They also reflected on their practices and submitted pieces of contemplative writing. Quantitative data were collected from participating teachers who administered a pre-test to their learners as well as a post- test approximately nine months later after conducting an intervention. The results showed that where strategies, such as the implementation of exploratory talk and code switching which used language as a resource, had been introduced mathematical reasoning improved and classroom climate became more positive. The learners’ lack of confidence in being able to express their reasoning in English was prevalent throughout the reflective writing. By enabling learners to use isiXhosa in discussions the teachers felt that the learners gained in both confidence and mathematical understanding. This study has demonstrated that using the learners’ and teachers’ home language unlocks doors to communication and spotlights mathematical reasoning, but there is still an urgency to encourage learners to become fluent in Mathematical English. It is important to note that a positive classroom climate is essential for learners to build confidence and to encourage them to attempt to formulate sentences in English - to start on the journey from informal to formal usage of language as advocated by Setati and Adler (2001:250). My main conclusion is that an intervention that develops exploratory talk by using language as a resource can improve learners’ mathematical reasoning. I wish to emphasise that I am not advocating teaching mathematics in isiXhosa only, but the research has shown the advantages of using the home language as a resource together with English in Eastern Cape multilingual mathematics classes. Learners need to be able to express themselves in English, written and spoken, in order to achieve mathematically. This study therefore shows that teachers can gauge their learners’ improvement in mathematical reasoning after an intervention that develops exploratory talk in class by using the home language as a resource.
- Full Text:
- Date Issued: 2012
An investigation into implementation of language policy in the Eastern Cape with specific reference to isiXhosa
- Authors: Made, Zoliswa Jacqueline
- Date: 2010
- Subjects: Language policy -- South Africa -- Eastern Cape , Language Planning -- South Africa -- Eastern Cape , Xhosa language -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DLitt
- Identifier: vital:8456 , http://hdl.handle.net/10948/1181 , Language policy -- South Africa -- Eastern Cape , Language Planning -- South Africa -- Eastern Cape , Xhosa language -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape
- Description: This study is about An Investigation into Implementation of Language Policy in the Eastern Cape with specific reference to isiXhosa. The objectives of this study are to investigate the current state of language policy implementation plan in local government sectors and schools and to propose a strategy for a sustainable language implementation plan for indigenous languages of South Africa. Chapter 1 provides the background, definitions of terms, the statement of the problem, the research methods used and the literature reviewed. Chapter 2 deals with the critical analysis of language policy, looking at the types of language policies and various relevant language policies. Chapter 3 addresses challenges facing the indigenous languages of South Africa (with specific reference to isiXhosa) especially at provincial level. Chapter 4 discusses the implementation strategies which will help in the development of the indigenous languages. Chapter 5 concludes the study by presenting findings and recommendations for future research.
- Full Text:
- Date Issued: 2010
- Authors: Made, Zoliswa Jacqueline
- Date: 2010
- Subjects: Language policy -- South Africa -- Eastern Cape , Language Planning -- South Africa -- Eastern Cape , Xhosa language -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape
- Language: English
- Type: Thesis , Doctoral , DLitt
- Identifier: vital:8456 , http://hdl.handle.net/10948/1181 , Language policy -- South Africa -- Eastern Cape , Language Planning -- South Africa -- Eastern Cape , Xhosa language -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape
- Description: This study is about An Investigation into Implementation of Language Policy in the Eastern Cape with specific reference to isiXhosa. The objectives of this study are to investigate the current state of language policy implementation plan in local government sectors and schools and to propose a strategy for a sustainable language implementation plan for indigenous languages of South Africa. Chapter 1 provides the background, definitions of terms, the statement of the problem, the research methods used and the literature reviewed. Chapter 2 deals with the critical analysis of language policy, looking at the types of language policies and various relevant language policies. Chapter 3 addresses challenges facing the indigenous languages of South Africa (with specific reference to isiXhosa) especially at provincial level. Chapter 4 discusses the implementation strategies which will help in the development of the indigenous languages. Chapter 5 concludes the study by presenting findings and recommendations for future research.
- Full Text:
- Date Issued: 2010
An investigation into the factors affecting the pass rate of Grade Twelve learners with specific reference to the English subject : a case study of selected schools in Libode district
- Authors: Mzokwana, Nomnikelo Nondwe
- Date: 2008
- Subjects: Language and education -- South Africa -- Eastern Cape , School failure -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , English ability -- Testing , Education, Secondary -- South Africa -- Eastern Cape Case studies
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8215 , http://hdl.handle.net/10948/1022 , Language and education -- South Africa -- Eastern Cape , School failure -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , English ability -- Testing , Education, Secondary -- South Africa -- Eastern Cape Case studies
- Description: Libode district is a rural district within the Eastern Cape Province. It has forty-two senior secondary schools. All schools in Libode district offer the English subject as the first additional language (second language). Schools in Libode district use English as the medium of instruction. English as the medium of instruction was seen by the National Department of Education as an important aspect of teaching and learning and as an effective tool through which teachers and learners can express their knowledge. The pass rate of grade twelve learners had declined from 2004 showing very low success rates. The quality of grade twelve results in English had deprived learners of their future career prospects. This treatise investigated the factors that might have affected the pass rate of grade twelve learners with specific reference to the English subject: a case study of selected schools in Libode district. A sample of 165 grade 12 learners and six English teachers from randomly selected senior secondary schools participated in the study. The study used both quantitative and qualitative approaches. Some factors affecting the pass rate of grade twelve learners with specific reference to the English subject were identified which included the non-implementation of English as medium of instruction, the non-availability of teaching facilities, and the influence of the mother tongue on the English subject. The treatise offers some recommendations such as improved in-service training on language teaching, assessment techniques and learner-centredness, involvement of all education stakeholders in the implementation of English as a language of teaching and learning, and the provision of teaching facilities in schools.
- Full Text:
- Date Issued: 2008
- Authors: Mzokwana, Nomnikelo Nondwe
- Date: 2008
- Subjects: Language and education -- South Africa -- Eastern Cape , School failure -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , English ability -- Testing , Education, Secondary -- South Africa -- Eastern Cape Case studies
- Language: English
- Type: Thesis , Masters , MPA
- Identifier: vital:8215 , http://hdl.handle.net/10948/1022 , Language and education -- South Africa -- Eastern Cape , School failure -- South Africa -- Eastern Cape , Education, Secondary -- South Africa -- Eastern Cape , English ability -- Testing , Education, Secondary -- South Africa -- Eastern Cape Case studies
- Description: Libode district is a rural district within the Eastern Cape Province. It has forty-two senior secondary schools. All schools in Libode district offer the English subject as the first additional language (second language). Schools in Libode district use English as the medium of instruction. English as the medium of instruction was seen by the National Department of Education as an important aspect of teaching and learning and as an effective tool through which teachers and learners can express their knowledge. The pass rate of grade twelve learners had declined from 2004 showing very low success rates. The quality of grade twelve results in English had deprived learners of their future career prospects. This treatise investigated the factors that might have affected the pass rate of grade twelve learners with specific reference to the English subject: a case study of selected schools in Libode district. A sample of 165 grade 12 learners and six English teachers from randomly selected senior secondary schools participated in the study. The study used both quantitative and qualitative approaches. Some factors affecting the pass rate of grade twelve learners with specific reference to the English subject were identified which included the non-implementation of English as medium of instruction, the non-availability of teaching facilities, and the influence of the mother tongue on the English subject. The treatise offers some recommendations such as improved in-service training on language teaching, assessment techniques and learner-centredness, involvement of all education stakeholders in the implementation of English as a language of teaching and learning, and the provision of teaching facilities in schools.
- Full Text:
- Date Issued: 2008
An investigation into school learners' perceptions of linguistic politeness norms within and across cultures
- Authors: Kenyon, Tracy Karen
- Date: 2004 , 2013-05-31
- Subjects: Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2371 , http://hdl.handle.net/10962/d1004715 , Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Description: The assumption underlying this study is that cultures differ in terms of politeness norms. Often people from different cultures approach one another in what they think is an appropriate manner and the outcome is miscommunication. This may be attributed to differing cultural norms and this study aims to examine what a sample of school learners perceive to be polite behaviour when making requests and their reasons for doing so. This study focuses on perceived politeness norms (Brown and Levinson 1978) in English across selected South African cultures. The individuals are seen as reflecting a cultural identity, using norms that they feel are appropriate in given situations. Previous researchers have endeavoured to show that politeness norms are universal, but it has emerged that this is not always the case. When people from differing language and cultural backgrounds come into contact they have to find a common ground for their interaction to be successful (Lustig and Koester 1999). Of particular interest is the way people request things, both the way they phrase their request and their reasons for phrasing it this way. In order to investigate this, twenty-nine same-sex pairs of Grade 10 learners were selected from three schools with different cultural backgrounds in Grahamstown. These learners were required to complete a Discourse Completion Test, which contained both Think-Aloud and Retrospection Procedures, while they were being audio-taped. This data was transcribed and analysed using a model that was developed and adapted to describe request strategies. This data is shown through the use of basic statistics, even though it is primarily qualitative. The data is given this qualitative dimension by looking at the factors that the co-conversants attend to. The recorded data shows that although second language speakers of English have a formula for requesting things, they are not always able to articulate why they use the request strategies they do. It appears that English first language speakers and speakers who have English as an additional language request things similarly, but the first language speakers have access to a greater variety of politeness strategies. They also attend to different contextual features. This shows that while the need to be polite seems to be universal, the expectations of the speakers will be different and while a first language speaker of English would not misinterpret the force of a given speech act, they may feel that the person who has English as an additional language is rude. Sensitivity is therefore called for in order to combat mutual negative stereotyping and misunderstandings. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2004
- Authors: Kenyon, Tracy Karen
- Date: 2004 , 2013-05-31
- Subjects: Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:2371 , http://hdl.handle.net/10962/d1004715 , Language policy -- South Africa , Multilingualism -- South Africa -- Eastern Cape , Language and education -- South Africa -- Eastern Cape , Language and culture -- South Africa -- Eastern Cape , Multiculturalism -- South Africa -- Eastern Cape , Social interaction -- South Africa -- Eastern Cape , Sociolinguistics -- South Africa -- Eastern Cape , Intercultural communication -- South Africa -- Eastern Cape , Speech acts (Linguistics)
- Description: The assumption underlying this study is that cultures differ in terms of politeness norms. Often people from different cultures approach one another in what they think is an appropriate manner and the outcome is miscommunication. This may be attributed to differing cultural norms and this study aims to examine what a sample of school learners perceive to be polite behaviour when making requests and their reasons for doing so. This study focuses on perceived politeness norms (Brown and Levinson 1978) in English across selected South African cultures. The individuals are seen as reflecting a cultural identity, using norms that they feel are appropriate in given situations. Previous researchers have endeavoured to show that politeness norms are universal, but it has emerged that this is not always the case. When people from differing language and cultural backgrounds come into contact they have to find a common ground for their interaction to be successful (Lustig and Koester 1999). Of particular interest is the way people request things, both the way they phrase their request and their reasons for phrasing it this way. In order to investigate this, twenty-nine same-sex pairs of Grade 10 learners were selected from three schools with different cultural backgrounds in Grahamstown. These learners were required to complete a Discourse Completion Test, which contained both Think-Aloud and Retrospection Procedures, while they were being audio-taped. This data was transcribed and analysed using a model that was developed and adapted to describe request strategies. This data is shown through the use of basic statistics, even though it is primarily qualitative. The data is given this qualitative dimension by looking at the factors that the co-conversants attend to. The recorded data shows that although second language speakers of English have a formula for requesting things, they are not always able to articulate why they use the request strategies they do. It appears that English first language speakers and speakers who have English as an additional language request things similarly, but the first language speakers have access to a greater variety of politeness strategies. They also attend to different contextual features. This shows that while the need to be polite seems to be universal, the expectations of the speakers will be different and while a first language speaker of English would not misinterpret the force of a given speech act, they may feel that the person who has English as an additional language is rude. Sensitivity is therefore called for in order to combat mutual negative stereotyping and misunderstandings. , KMBT_363 , Adobe Acrobat 9.54 Paper Capture Plug-in
- Full Text:
- Date Issued: 2004
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