Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4

Autor/inn/en	Mawela, Ailwei Solomon; Mahlambi, Sizwe Blessing
Titel	Exploring Teachers' Views on Code-Switching as a Communicative Technique to Enhance the Teaching of Mathematics in Grade 4
Quelle	In: International Journal of Educational Methodology, 7 (2021) 4, S.637-648 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mawela, Ailwei Solomon) ORCID (Mahlambi, Sizwe Blessing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Mathematics Instruction; Teaching Methods; Learning Processes; Multilingualism; African Languages; English (Second Language); Case Studies; Code Switching (Language); Grade 4; Elementary School Students; Constructivism (Learning); Foreign Countries; Native Language; Mathematical Concepts; Concept Formation; Educational Policy; Language Usage; Mathematics Teachers; Teacher Attitudes; Language of Instruction; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Mehrsprachigkeit; Multilingualismus; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Case study; Fallstudie; Case Study; School year 04; 4. Schuljahr; Schuljahr 04; Ausland; Concept learning; Begriffsbildung; Politics of education; Bildungspolitik; Sprachgebrauch; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teaching language; Unterrichtssprache; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The teaching and learning of mathematics in South Africa are conducted through the authorised Language of Learning and Teaching (LoLT). South Africa has eleven official languages, and English is a Language of Learning and Teaching (LoLT) from the Intermediate and Further Education and Training (FET) Phase. This study explores teachers' views on code-switching as a communicative technique to enhance teaching mathematics in Grade 4 in selected primary schools in South Africa. This qualitative single case study employed the interpretivist paradigm and social constructivism theory. A convenient purposive sampling technique was used to sample six grade 4 mathematics teachers from three primary schools in the Alexandra township in South Africa. Researchers collected data through the use of semi-structured interviews, which were later analysed and discussed using themes. Findings indicate that teachers often code-switch from LoLT (English First Additional Language) into Home Language (H.L.) to enhance learners' understanding of the mathematics concepts. Researchers suggested the integration of code-switching into the curriculum policy and followed by in-service training for Grade 4 mathematics teachers in code-switching. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01