Challenges Faced by Grade 4 Learners and Teachers in Multilingual Classrooms

Abstract

The purpose of this project targets the teaching and learning of Mathematics in multilingual classrooms in the Intermediate Phase (Grade 4) in the GET Band in South Africa. The aim is to investigate classroom practice, understanding the Language Of Learning and Teaching (LOLT) in the classroom, its impact in teaching and learning of mathematics and better conceptual understanding of Geometry and Algebra. Research shows that ‘Language can be seen as a problem, as a right and language can be seen as a resource in a multilingual classroom’. https://www.ru.ac.za>perspective>multilingualism. The study requires a teaching, learning and assessment programme (diagnostic test) to follow up the learner on how s/he is learning, learning gaps the learner has from previous grades; and how the teacher is teaching and assessing learners. At the end of the research teacher development programmes will be offered to teachers of these phases to supplement what they already know and developed by the department of education. While I conducted a master’s research project, I found out that Language hinders conceptual understanding and procedural fluency of learners (Kilpatrick et al, 2001). Limited resources and technology then and now hinder effective teaching and learning of Mathematics. I fully supportPanthi & Belbase (2017) when citing them as the following: Technological issues, Language issues, Cultural diversity between LOLT and other local languages, Cultural backgrounds to be acknowledged, having different levels of proficiency with proficiency in English (LOLT), Political issues, Social issues, Gender issues as a societal matter, Curricular issues, Instructional issues, Inclusivity, Resources, Class size and Teacher knowledge of the subject. These issues hinder effective teaching and learning in the classroom. The theory of constructivism will drive the research project throughout (Social and Radical) where students learn to build their own concepts of what they learn through active cognitive and adaptive process (Vygotsky 1978).