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Challenges in Using African Languages as the Language of Learning and Teaching (LoLT) for Mathematics in Rural Schools: Foundation Phase Teachers’ Perspectives

Artigo2022

Ramashego Shila Mphahlele; Mmapeu Margret Manyaka; Patricia Ouma Nomsa Moshaba

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Resumo

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 challenge-based learning (CBL) approach, this paper provides a glimpse into the challenges that 50 FP teachers based in six rural schools in South Africa face when using African languages as LoLT when teaching mathematics. Data collected through questionnaires, focus-group interviews, and observations in mathematics classrooms were used to illuminate these challenges. The results indicate that teachers experienced three main challenges: multilingual learners and learners who were taught in English in pre-school, English scripted lesson plans, and teacher training that was only provided in English. Importantly this paper identified a language disjuncture between policy and practice where the policy requires teachers to teach in African languages while the teaching material is written in English.

Dados da obra

Tipo
Artigo
Periódico
Journal of Mathematics Education at Teachers College, v. 13, n. 2
Editora
Columbia University Libraries
Ano
2022
Idioma
en
Palavras-chave
African languages, challenge-based learning, mathematics teaching, language of learning and teaching, rural schools.
Temas
Formação de Professores de Matemática
DOI
10.52214/jmetc.v13i2.9451
ISSN
2156-1397, 2156-1400
Acesso
Acesso aberto
Fontes
DOAJ — Directory of Open Access Journals
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MPHAHLELE, Ramashego Shila; MANYAKA, Mmapeu Margret; MOSHABA, Patricia Ouma Nomsa. Challenges in Using African Languages as the Language of Learning and Teaching (LoLT) for Mathematics in Rural Schools: Foundation Phase Teachers’ Perspectives. Journal of Mathematics Education at Teachers College, v. 13, n. 2, 2022. DOI: https://doi.org/10.52214/jmetc.v13i2.9451.

APA

Mphahlele, R. S., Manyaka, M. M., & Moshaba, P. O. N. (2022). Challenges in Using African Languages as the Language of Learning and Teaching (LoLT) for Mathematics in Rural Schools: Foundation Phase Teachers’ Perspectives. Journal of Mathematics Education at Teachers College, 13(2). https://doi.org/10.52214/jmetc.v13i2.9451

BibTeX
@article{mphahlele2022,
  author = {Mphahlele, Ramashego Shila and Manyaka, Mmapeu Margret and Moshaba, Patricia Ouma Nomsa},
  title = {Challenges in Using African Languages as the Language of Learning and Teaching (LoLT) for Mathematics in Rural Schools: Foundation Phase Teachers’ Perspectives},
  year = {2022},
  journal = {Journal of Mathematics Education at Teachers College},
  volume = {13},
  number = {2},
  publisher = {Columbia University Libraries},
  doi = {10.52214/jmetc.v13i2.9451},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mphahlele, Ramashego Shila
AU  - Manyaka, Mmapeu Margret
AU  - Moshaba, Patricia Ouma Nomsa
TI  - Challenges in Using African Languages as the Language of Learning and Teaching (LoLT) for Mathematics in Rural Schools: Foundation Phase Teachers’ Perspectives
PY  - 2022
JO  - Journal of Mathematics Education at Teachers College
VL  - 13
IS  - 2
DO  - 10.52214/jmetc.v13i2.9451
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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