Language policy in multilingual contexts - teachers experience of using bilingualism in their classrooms

• In Event: Mathematics education in multilingual contexts – lessons from reflection on teacher professional development

Proposal

There is still intensive discussion about bilingualism/multilingualism and its advantages and disadvantages for the individual and for society. More than ever, bi-/multilingualism appears to be a necessary qualification within an increasingly tightly connected world (Tracy, 2001).

Globally, more than half of the population is bi/multilingual, but there are huge regional differences, with only one fifth of the population speaking two languages in the USA and Canada, whereas in some countries, bilingualism or even multilingualism being the norm (Spitzer, 2016).

In South Africa there are 12 official languages, including South African sign language. The constitution allows that any of these languages may be used as a medium of instruction in schools (Department of Basic Education, 2015). Bilingual education has been implemented in different ways by teachers, caregivers and some parents. It is common to use one language as the medium of instruction and teach the second as a subject.

Research has shown that a one-person-one-language approach can lead to successful acquisition of the two languages (Barron-Hauwaert, 2004) but that it does not necessarily lead to successful acquisition of the two languages (De Houwer, 2007). Furthermore, children who hear both languages from the same bilingual teacher or adult often do successfully learn two languages (De Houwer, 2007). A one-person-one-language approach is neither necessary nor sufficient for successful bilingual acquisition.

Bilingual education is expected to be implemented in South Africa in 2025. This follows the recent declaration by the Department of Education former Minister Angie Motshekga who announced a full roll out of mother-tongue based bilingual education (MTbBE) in Bloemfontein on 21 May 2024 (Fengu, 2024). The roll out will be implemented in Grade 4 and incrementally introduced in the succeeding grades. The decision for this shift follows a pilot project conducted in eighty schools (IsiXhosa-English) in the Eastern Cape province. The education authorities and stakeholders have seen a success in the project (Fengu, 2024).

This paper shares the perspectives of foundation phase teachers who are already using bilingualism in their classrooms. It explores how these teachers use two languages to explain mathematics concepts. In this context, the Language of Learning and Teaching (LoLT) is Sepedi while English is used as a second language. Teachers shared interesting experiences of teaching concepts of shapes, colours, money, measurement, time (years, months, hours and minutes).

Author

• Juliah Maphale Maphutha, Funda Wande Organization