Abstract
<p style="text-align:justify">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.</p>
Highlights
Teaching and Learning mathematics in South Africa in the Foundation Phase, the Intermediate Phase, Senior Phase, and Further Education and Training (FET) Phase is driven by the Curriculum and Assessment Policy Statement (DBE, 2012)
The purpose of this study is to explore teachers' views concerning code-switching as a communicative teaching technique to enhance teaching and learning of Mathematics in selected Grade 4 Alexandra township primary schools in South Africa
The following themes emerged from the data analysis process: code-switching as a communicative teaching technique to enhance teaching and learning of mathematics in Grade 4 learners; integration of code-switching when designing lesson plans; the benefits of code-switching in the teaching and learning of mathematics in Grade 4; and the challenges of using code-switching in the teaching and learning of Mathematics in Grade 4
Summary
Teaching and Learning mathematics in South Africa in the Foundation Phase, the Intermediate Phase, Senior Phase, and Further Education and Training (FET) Phase is driven by the Curriculum and Assessment Policy Statement (DBE, 2012). Despite the South African Department of Basic Education's policy regulation on the use of English as LoLT in the Intermediate Phase, mathematics teachers often find themselves code-switching between English and H.L. as a communicative teaching technique to enhance teaching and learning of mathematics in Grade 4 classes (Chitera, 2009; Maluleke, 2019; Yusob et al, 2018). This is mainly due to the South African language policy on teaching and learning in the Foundation Phase, requiring learners to be taught subjects in their home language, including mathematics (DBE, 2012)
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