The Use of English and Code Switching in the Teaching and Learning of Technology in some Schools in Eastern Cape Province, South Africa

Makgato, Moses

doi:10.5901/mjss.2014.v5n23p933

Cited by 4 publications

(5 citation statements)

References 27 publications

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“…Code-switching has been shown to promote ELL student-student and student-teacher interactions (Farsani, 2016;Setati et al, 2002). In addition, Makgato (2014) found that code-switching to home language is a common practice to sustain continuous communication between teachers and learners. Sometimes students switch their languages because they find problems difficult to solve in English.…”

Section: Code Switchingmentioning

confidence: 99%

Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

Sharma

2023

Math Ed Res J

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There are challenges making connections between language use and mathematics in mathematics education. A lack of connections between the two domains can have negative consequences on student learning and performance. The challenges in statistics classrooms, where language and contexts are important as a medium of instruction, have received little scrutiny. This article reports on collaborative research carried out in three largely Pasifika-dominated year 12 classes. Specifically, we explored the language resources and strategies that appear to enhance the statistical understanding of Pasifika students. Findings from the teacher reflection aspect of the study indicated that some strategies to incorporate student language and communicative resources in their learning worked better than others. Teachers may need to re-evaluate their teaching practices, especially if part of their population is learning English as a second language.

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Section: Code Switchingmentioning

confidence: 99%

Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

Sharma

2023

Math Ed Res J

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“…Desai (2016) also notes that learners limited or lack of exposure to the English language, coupled with a lack of support at home, contributes to their struggle to grasp the content of subjects taught through English as a medium of instruction. All these shortcomings have an adverse effect on academic performance (Makgato, 2014). Bilingual and multilingual learners often experience great difficulties coping in classes where the teacher is inadequately trained to teach a multilingual class (Agirdag, 2014;Chostelidou, Griva & Tsakiridou, 2015).…”

Section: Contexts Of Educationmentioning

confidence: 99%

“…Evidence from different studies indicate that students whose home language is the language of instruction seem to have an advantage over those who still have to develop their proficiency and reading comprehension skills in the language of learning to an academically functional level (Clegg & Simpson, 2016;Marin & Halpern, 2011;Sibomana, 2020). Moreover, students who learn in an additional language have more difficulty coping with the subject content as they are compelled to juggle between acquiring language proficiency while at the same time learning new subject-related content (Makgato, 2014). Success in all learning aspects of the school curriculum requires the building of a "complex network of linguistic understanding" (Omidire, Bouwer, & Jordaan, 2011, p. 48), posing a challenge to learners who do not have the requisite language skills to succeed in their academic pursuit.…”

Section: Contexts Of Educationmentioning

confidence: 99%

Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms

Omidire

2020

TETFLE

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Due to global migration, multilingual classrooms are currently a common feature not just in postcolonial contexts but also in developed economies. The perceived challenges created by multiple languages in single classrooms have been well documented, and all stakeholders have to be involved in finding strategies to overcome these challenges and change perceptions. Using a case study design and sociocultural theory as lens, this study explored the perspectives and experiences of teachers with teaching and learning in resource-constrained multilingual classrooms. The participants were teachers (N=67; female n=51; male n=16) from nine schools in Gauteng Province of South Africa. The findings suggest that the participants were divided in their perceptions and experiences of multilingual classrooms. While some viewed multilingualism as a constraint to effective teaching and learning; others wanted more to be done to accommodate learners. It is evident that teachers prioritise the necessity for pre-service teacher education that focus on teaching pedagogy appropriate for the multilingual context they work in every day. In addition, the teachers emphasised a range of support strategies they currently use. It is argued that structured variations of the teachers' strategies be developed and distance education employed for the professional development of in-service teachers working in multilingual contexts.

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“…He claims that the first language scaffolds semantic processing, while if a learner were to process the input exclusively in second language/formal language of instruction, then s/he might run into trouble handling syntactically complex sentences. Makgato (2014) found that code switching to home language is a common practice in order to sustain continuous communication between teachers and learners.…”

Section: Code Switchingmentioning

confidence: 99%

“…As these brief examples show grappling with how language is used in statistics can be difficult for a number of students (Groth, Butler, & Nelson, 2016;Kaplan, Rogness, & Fisher, 2014;Kazima, 2006;Lesser & Winsor, 2009;Sharma, 2014). However, to understand mathematics and statistics in an English medium classroom, English Language Learners may have to undergo more processing than native English speakers (Barwell 2005;Kazima, 2006;Latu, 2005;Lesser, Wagler, & Salazar, 2016;Makgato, 2014;Meaney, 2006;Moschkovich, 2005).…”

Section: Introductionmentioning

confidence: 99%

Language Challenges and Strategies for English Language Learners in Statistics Education: An Overview of Research in This Field

Sharma¹

2019

eqr

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The Education Quarterly Reviews is an Open Access publication. It may be read, copied, and distributed free of charge according to the conditions of the Creative Commons Attribution 4.0 International license. The Asian Institute of Research Education Quarterly Reviews is a peer-reviewed International Journal. The journal covers scholarly articles in the fields of education, linguistics, literature, educational theory, research, and methodologies, curriculum, elementary and secondary education, higher education, foreign language education, teaching and learning, teacher education, education of special groups, and other fields of study related to education. As the journal is Open Access, it ensures high visibility and the increase of citations for all research articles published. The Education Quarterly Reviews aims to facilitate scholarly work on recent theoretical and practical aspects of Education.

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The Use of English and Code Switching in the Teaching and Learning of Technology in some Schools in Eastern Cape Province, South Africa

Abstract: English is the language of learning and teaching in many schools in South Africa.

Cited by 4 publications

References 27 publications

Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

Promoting statistical thinking in year 12 multilingual classrooms: a collaborative study

Derived Knowledge and Lived Experiences of Teachers Working in Resource-Constrained Multilingual Classrooms

Language Challenges and Strategies for English Language Learners in Statistics Education: An Overview of Research in This Field

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