Abstract
This chapter offers a reflection on 10 years work related to the concern for low mathematics performance of the majority of learners in multilingual classrooms in South Africa who learn in a language that is not their home language. The purpose of this chapter is to describe my personal journey from understanding the problem to exploring a possible solution, which involves acknowledging the complex relationship between language choices, looking for synergy between the language of power (English) and other languages crucial for supporting conceptual understanding. Possible solutions are not just about language choice, but also about the nature of the mathematics tasks selected. I conclude the chapter by arguing that more research is needed not only because it is important for equity and access for all to mathematics, but also because most learners in South Africa learn in a language that is not their first, main or home language.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
