Multiple levels and aspects of language competency in English and Intermediate Phase mathematics teachers: An analysis of case of the Eastern Cape Province

[摘要] ENGLISH ABSTRACT : The South African Language in Education Policy (LiEP) stipulates the use of English or Afrikaansas a language of instruction in the upper primary school, after mother-tongue instruction in thelower primary school. This study is undertaken within the context of many educational researchstudies 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; inother words, they are also English-language learners (ELLs). The aim of the study is to analysethe relationships between IP teachers' language competencies and mathematics instruction atprimary school level.This study is generally informed by Cummins's (2000) work and particularly informed byGawned's socio-psycho-linguistics theory. The study, which is situated within the interpretivistconstructivistparadigm, is a multi-methods study incorporating language proficiency andmathematics word problem assessments, questionnaires, interviews and classroomobservations involving 55 Intermediate Phase (IP) teachers purposefully selected from 16educational districts in the Eastern Cape Province and 10 IP mathematics teacher educatorsfrom different teacher education institutions in the country. Data were quantitatively andqualitatively analysed.Findings from the study reveal that teacher language competency in English, the language theyare supposed to teach in, is significantly low and that IP teachers who are not proficient in thelanguage of instruction compromise the quality of mathematics instruction. The data suggestthat while some teachers make an effort to teach in English and promote learner discourse inthe prescribed language of instruction, the practice was not consistent.Inconsistencies varied from teachers attempting to use the stipulated language of instructionwith the aid of teaching and learning support material written in English to those whopredominantly taught in isiXhosa throughout the lesson in classrooms devoid of text. Overallresults of this study illustrate that the lack of consistency stems from the fact that the majorityof teacher education institutions do not require or develop mastery in the language ofinstruction, and provide minimal or no guidance towards systemic use of translanguaging andcode switching.Since the participants in this study are qualified practising teachers, this study concludes thatthe onus is on teacher education institutions to adequately prepare IP mathematics teacherslinguistically. It is not enough to assume that teacher language competency in the language ofinstruction is up to standard simply because a teacher is qualified to teach. In addition, teachereducation curricula should provide knowledge on ELLs, so that teachers are better equipped toserve 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 educationcurriculum developers, so that teachers' mastery of the language of instruction is prioritised forthe delivery of meaningful content in under-resourced classrooms in South Africa. The studyhighlights teacher competency in the language of instruction as one of the most significantpredictors of mathematics performance; this is particularly significant since the country'sindigenous 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 SouthAfrica, but endeavours to cater for the ELLs who are in the education system today and aresupposed to be taught and assessed in English, as stipulated by the current LiEP. Even ifpolicies change and promote mother-tongue instruction throughout the entire ordinaryeducation system, proficiency in English will remain a prerequisite for ELLs to access the globalvillage.

[发布机构] Stellenbosch University