Browsing by Author "Tshuma, Lindiwe"

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    Intermediate phase mathematics teachers' proficiency in the language of learning and teaching : the Eastern Cape province
    (Stellenbosch University, 2019) Tshuma, Lindiwe; Le Cordeur, Michael
    The South African Language in Education Policy (LiEP) stipulates the use of English or Afrikaans as a language of instruction in the upper primary school, after mother-tongue instruction in the lower primary school. Educational research confirms that English is used as the official Language of Learning and Teaching (LoLT) by 90% of the learners in public schools in the country. These learners are multilingual, thus, they are also English Language Learners (ELLs). The aim of the article is to analyse the Eastern Cape Department of Education (ECDoE) Intermediate Phase (IP) mathematics teachers’ language proficiency in English, the prescribed LoLT. This article is generally informed by Cummins’s work and particularly informed by the socio-–psycho-linguistics theory. A standardised teacher English language proficiency assessment piloted in five South African universities was administered on 55 Intermediate Phase (IP) mathematics teachers purposefully selected from 16 education districts in the ECDoE. Data were quantitatively and qualitatively analysed. Results show that teachers’ language ability in English, is very low and the IP teachers who are not proficient in the language of instruction are likely to compromise the quality of mathematics instruction. Since study participants are qualified practicing teachers, this article concludes that the onus is on teacher education institutions to linguistically prepare IP mathematics teachers adequately.
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    Multiple levels and aspects of language competency in English and Intermediate Phase mathematics teachers : an analysis of case of the Eastern Cape Province
    (Stellenbosch : Stellenbosch University, 2017-12) Tshuma, Lindiwe; Le Cordeur, Michael
    ENGLISH ABSTRACT : The South African Language in Education Policy (LiEP) stipulates the use of English or Afrikaans as a language of instruction in the upper primary school, after mother-tongue instruction in the lower primary school. This study is undertaken within the context of many educational research studies which confirm that English is used as the official language of learning and teaching (LoLT) by 90% of the learners in public schools in the country. These learners are multilingual; in other words, they are also English-language learners (ELLs). The aim of the study is to analyse the relationships between IP teachers’ language competencies and mathematics instruction at primary school level. This study is generally informed by Cummins’s (2000) work and particularly informed by Gawned's socio-psycho-linguistics theory. The study, which is situated within the interpretivistconstructivist paradigm, is a multi-methods study incorporating language proficiency and mathematics word problem assessments, questionnaires, interviews and classroom observations involving 55 Intermediate Phase (IP) teachers purposefully selected from 16 educational districts in the Eastern Cape Province and 10 IP mathematics teacher educators from different teacher education institutions in the country. Data were quantitatively and qualitatively analysed. Findings from the study reveal that teacher language competency in English, the language they are supposed to teach in, is significantly low and that IP teachers who are not proficient in the language of instruction compromise the quality of mathematics instruction. The data suggest that while some teachers make an effort to teach in English and promote learner discourse in the prescribed language of instruction, the practice was not consistent. Inconsistencies varied from teachers attempting to use the stipulated language of instruction with the aid of teaching and learning support material written in English to those who predominantly taught in isiXhosa throughout the lesson in classrooms devoid of text. Overall results of this study illustrate that the lack of consistency stems from the fact that the majority of teacher education institutions do not require or develop mastery in the language of instruction, and provide minimal or no guidance towards systemic use of translanguaging and code switching. Since the participants in this study are qualified practising teachers, this study concludes that the onus is on teacher education institutions to adequately prepare IP mathematics teachers linguistically. It is not enough to assume that teacher language competency in the language of instruction is up to standard simply because a teacher is qualified to teach. In addition, teacher education curricula should provide knowledge on ELLs, so that teachers are better equipped to serve these learners. It is anticipated that this study will contribute significantly to the current debate on language use in education and stimulate awareness among teacher education curriculum developers, so that teachers’ mastery of the language of instruction is prioritised for the delivery of meaningful content in under-resourced classrooms in South Africa. The study highlights teacher competency in the language of instruction as one of the most significant predictors of mathematics performance; this is particularly significant since the country’s indigenous languages are yet to be fully developed to support mathematics instruction. This study does not seek to enshrine English at the expense of other official languages in South Africa, but endeavours to cater for the ELLs who are in the education system today and are supposed to be taught and assessed in English, as stipulated by the current LiEP. Even if policies change and promote mother-tongue instruction throughout the entire ordinary education system, proficiency in English will remain a prerequisite for ELLs to access the global village.
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    Taal as hulpbron in intermediere fase wiskunde-onderrig in die Oos-Kaap : op soek na 'n effektiewe pedagogiek vir wiskunde-onderrig
    (Suid-Afrikaanse Akademie vir Wetenskap en Kuns, 2017-09) Tshuma, Lindiwe; Le Cordeur, Michael
    In Suid-Afrika is dit nie verpligtend dat studente tydens hul wiskunde-onderwysopleiding eers die taal van leer en onderrig (TvLO) moet bemeester nie. Voorts word geen of minimale leiding gegee met betrekking tot ʼn samehangende en sistematiese gebruik van transtaligheid en kodewisseling in die klaskamer tydens of na aanvanklike wiskunde-onderwysopleiding nie. Die huidige praktyk benadeel die kwaliteit van inhoudsoordrag, omdat Pedagogies benadeelde onderwysers wat op hul beurt die meerderheid leerders in openbare skole moet onderrig, nie oor die aanvaarbare taalvermoë in Engels beskik nie. Die meeste van hierdie leerders is meertalig en dus Engelse Tweedetaalleerders (ETtLs), met Engels as Taal van Onderrig aangesien Suid-Afrika se inheemse tale nie genoegsaam ontwikkel is om wiskunde-onderrig te ondersteun nie. In hierdie artikel word 'n moontlike, algemeen aanvaarbare en effektiewe pedagogiek vir wiskunde-onderrig ondersoek. Dit spruit uit deurlopende doktorale navorsing na die verband tussen onderwysers se taalvermoë en Intermediêre Fase wiskunde-onderrig in die Oos-Kaap Provinsie van Suid-Afrika. Die studie kom tot die gevolgtrekking dat intermediêre fase-onderwysers nie voldoende toegerus is om taal te gebruik as ʼn hulpbron in wiskunde-onderrig en -leer nie. Die artikel bied wenke en strategieë aan onderwysers wat Engelse Tweedetaal Leerders (ETtLs) in staat sal stel om wiskunde effektief te leer. Die tweede gevolgtrekking is, selfs al sou moedertaalonderrig tot sy reg kom in Suid-Afrika, sal vaardigheid in Engels steeds ʼn voorvereiste wees vir toegang tot die globale wêreld.