Taal as hulpbron in intermediere fase wiskunde-onderrig in die Oos-Kaap : op soek na 'n effektiewe pedagogiek vir wiskunde-onderrig
Date
2017-09
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Suid-Afrikaanse Akademie vir Wetenskap en Kuns
Abstract
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.
Generally, mathematics teacher education in South Africa does not enforce mastery in the language of instruction (Chitera 2016) and provides minimal or no guidance towards coherent and systematic use of translanguaging including code switching in the classroom during or after initial teacher education. Such a practice compromises the quality of content delivery as pedagogically disadvantaged teachers may in turn have a negative impact on the majority of learners in public schools who are multilingual; in other words, those who are also English Language Learners (ELLs). International assessments on education have consistently rated the quality of South African mathematics education as being significantly low (Howie 2001; Reddy 2006, 2012) as reported in Trends in International Mathematics and Science Studies (TIMSS 2013). Of the various reasons cited by the TIMSS Report, this article highlights teachers’ competency in English as one of the most significant predictors of mathematics performance, particularly because the country’s indigenous languages are yet to be fully developed to support mathematics instruction.
Generally, mathematics teacher education in South Africa does not enforce mastery in the language of instruction (Chitera 2016) and provides minimal or no guidance towards coherent and systematic use of translanguaging including code switching in the classroom during or after initial teacher education. Such a practice compromises the quality of content delivery as pedagogically disadvantaged teachers may in turn have a negative impact on the majority of learners in public schools who are multilingual; in other words, those who are also English Language Learners (ELLs). International assessments on education have consistently rated the quality of South African mathematics education as being significantly low (Howie 2001; Reddy 2006, 2012) as reported in Trends in International Mathematics and Science Studies (TIMSS 2013). Of the various reasons cited by the TIMSS Report, this article highlights teachers’ competency in English as one of the most significant predictors of mathematics performance, particularly because the country’s indigenous languages are yet to be fully developed to support mathematics instruction.
Description
CITATION: Tshuma, L. & Le Cordeur, M. 2017. Taal as hulpbron in intermediere fase wiskunde-onderrig in die Oos-Kaap : op soek na 'n effektiewe pedagogiek vir wiskunde-onderrig. Tydskrif vir Geesteswetenskappe, 57(3):07-723, doi:10.17159/2224-7912/2017/v57n3a3.
The original publication is available at http://www.scielo.org.za
The original publication is available at http://www.scielo.org.za
Keywords
Language, English language -- Study and instruction, Mathematics -- Study and teaching -- Intermediate phase, Language of Learning and Teaching (LoLT), Mathematics -- Study and teaching -- South Africa
Citation
Tshuma, L. & Le Cordeur, M. 2017. Taal as hulpbron in intermediere fase wiskunde-onderrig in die Oos-Kaap : op soek na 'n effektiewe pedagogiek vir wiskunde-onderrig. Tydskrif vir Geesteswetenskappe, 57(3):07-723, doi:10.17159/2224-7912/2017/v57n3a3.