Abstract
South Africa is often referred to as the “rainbow nation.” This is due to its many languages and cultural diversity. One would assume that since the country carries its diversity with pride they would honor and celebrate the different languages; however, this is not the case. Most South African schools use English as the medium of instruction although the dominating population are English second language speakers. Recent results from TIMSS prove that learners are performing poorly in science, and previous research has proved the crucial role played by language in the process of teaching and learning. However, not many changes have been implemented by the Department of Education to counteract the challenges. The main objective of the chapter is to present and discuss why multilingualism should be practiced at schools with the focus being on science education. In doing so, the author will discuss and present the shortcomings of the monolingual pedagogy and the impact that multilingualism has in the teaching and learning of science education.
TopIntroduction
South Africa is a multilingual country with 9 provinces that consists of 11 official languages originating and spoken by many tribes around the country (Statistics South Africa, 2016). The nine African languages were made official in addition to English and Afrikaans after the apartheid regime (Breton-Carbonneau et al., 2012). This law was endorsed by The Language-in-Education Policy by the Department of Education (1997), which also consented to schools to decide on their language policy in terms of teaching and learning. Despite the schools being granted the autonomy to choose their own language of instruction most schools have continued to maintain a monolingual pedagogy with the use of the English language as the medium of instruction (McKinney & Tyler,2018). Monolingual pedagogy refers to the use of a single learning when teaching and learning, whilst multilingual pedagogy refers to the use of more than one language in the classroom when teaching and learning (Charamba, 2020). The South African education system uses a monolingual pedagogy, with the use of home language as the medium of instruction in the foundation phase (grade r-3) and English as the medium of instruction in the intermediate phase till higher learning (from grade 4) (Gudula, 2017). Most South African learners are introduced to English as the language of teaching and learning and new learning areas such as Natural Sciences and Technology from the 4th grade. Most learners tend to struggle with the acquisition of a new language, according to the Progress in International Reading Study (PIRLS) (2016) 8 out of 10 learners cannot read for meaning. Yet learners are still taught in English which is a language they are not proficient in (Charamba, 2019). It becomes questionable, how are learners expected to excel in science education whilst they are taught in a language, they are not proficient in (Charamba & Zano, 2019). The use of the monolingual pedagogy disadvantaged learners as South African classrooms are linguistically mixed, with teachers and learners being English second language speakers (Breton-Carbonneau et al., 2012).
Problem Statement
The acquisition of basic education is founded on literacy and numeracy. Language plays an important role to achieve successful learning, it is a tool that allows learners to gain knowledge be it in the classroom or in their communities (Gudula, 2017). Science learners are exposed to a monolingual pedagogy despite South Africa being a rainbow nation and only 20% of the school population being 1st English speakers. The chapter aims to highlight how exactly language affects the process of teaching and learning in multilingual classrooms. The major objective is to provide an alternative. Recent studies have been conducted about the challenges and roles that language continues to play in science education. However, not many changes have been done by the Department of Education to counteract these challenges.
Significance of the Study
The discipline of teaching science and languages will gain greatly from the current study. The study will assist parents and dispel any misunderstandings they may have regarding the use of home languages in the classroom. The research's conclusions and suggestions will help policymakers implement the use of multi-languages in the classroom to aid the learning of science education. Additionally, the study will make it easier for learners to practice peer teaching without being intimidated by teachers, which will lead to greater outcomes.
Key Terms in this Chapter
Pedagogy: Different methods of teaching.
Rainbow Nation: Also known as South Africa, due to its different cultures.
Multilingual: To speak, understand, and communicate in more than two languages.
Monolingual: To speak, understand, and communicate using one language.
Translanguaging: The use of multiple languages including learners’ home languages during the process teaching and learning.
Science Education: The teaching and learning of science to school children, inclusive of Natural Science and Technology, Physical Sciences, and Life Sciences.