Influence of an African Indigenous Language on Classroom Interactions and Discourses

Abstract

This qualitative interpretative case study aimed to investigate how the developed isiNdebele scientific language register for Natural Sciences influences learners’ classroom interactions and discourses. Data were collected from stakeholders through interviews and observations. The results indicated that the use of African indigenous languages positively shapes learners’ classroom interactions and discourses. Specifically, when learners were taught Natural Sciences using the isiNdebele register, there was maximum interaction in the classroom in contrast to using the English register, where learners were passive for most of the lesson. This highlights the need for developing scientific registers in African indigenous languages. Therefore, it is recommended that these registers be integrated into teaching and learning as they positively influence interactions and discourses, leading to meaningful learning and better performance.