Researchers (Ntuli, 2024; Oyoo, 2017) argue that learners who receive instruction through a language other than their own encounter greater challenges in attaining comparable levels of achievement in science education than those whose home language aligns with the language of learning and teaching (LoLT). Moreover, some English second-language learners face a dual challenge: they must simultaneously acquire proficiency in English as the medium of instruction while also using this language—still unfamiliar to them—to engage with complex scientific concepts (Msimanga & Lelliott, 2014). Oyoo (2017) further highlights that Africa remains the only continent where the majority of formal education occurs in a language that is foreign to both learners and teachers. Consequently, it is not surprising that English second-language learners face an increased risk of underachievement or, in more severe cases, school dropout. Learners who are not permitted to use their familiar language of learning—in most cases, their home language—are placed at a disadvantage, limiting their ability to perform to the best of their potential. In this regard, Mutasa (2003) demonstrates that mother tongue instruction enhances learning outcomes, facilitates smoother adjustment to school environments, fosters cultural preservation, and promotes learner self-confidence. This qualitative interpretative case study sought to provide insights into the development and application of a scientific language register for Natural and Physical Sciences in African indigenous languages. Data were collected from multiple stakeholders through interviews, diaries, and classroom observations. Thematic analysis was employed to interpret the data. The findings reveal that the use of the isiNdebele scientific language register significantly enriches classroom interactions and discourses, which are essential for meaningful learning.

Authors:
Thuli Ntuli, University of South Africa, South Africa

About the Presenter(s)
Dr Thuli Gladys Ntuli is a lecturer in the Science and Technology Education in the Univeristy of South Africa. Her research focus in on Natural Science Education.

Connect on Linkedin
https://www.linkedin.com/in/thuli-gladys-ntuli-0a738123a/

See this presentation on the full schedule – Tuesday Schedule

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