RCE2601
Assignment 3 MEMO 2025
,3 DIFFERENT PROPOSALS PROVIDED
TABLE OF CONTENTS
EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS .................................... 3
INVESTIGATING THE IMPACT OF LIMITED ACCESS TO DIGITAL GEOGRAPHIC
RESOURCES ON TEACHING AND LEARNING IN FET GEOGRAPHY
CLASSROOMS IN RURAL SOUTH AFRICA ........................................................... 11
ENHANCING LEARNER RESILIENCE THROUGH LIFE SKILLS EDUCATION:
EXPLORING STRATEGIES FOR ADDRESSING SOCIO-EMOTIONAL
CHALLENGES IN THE GET PHASE ....................................................................... 20
, EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS
1. INTRODUCTION AND BACKGROUND
The effective teaching and learning of Mathematics in South African schools
continues to be a significant concern, particularly within the General Education and
Training (GET) phase, which encompasses Grades R to 9. Mathematics serves as a
foundation for critical thinking, problem-solving, and participation in a rapidly
changing economy, making its mastery essential for individual and national
development (Spaull, 2019). Despite this acknowledged importance, many South
African learners perform below expected levels in Mathematics, as consistently
reflected in national and international assessments (DBE, 2021). Among the
numerous challenges contributing to underachievement, language barriers stand out
as a persistent and complex obstacle in multilingual classrooms (Setati, 2008).
In many South African schools, the language of learning and teaching (LoLT) is not
the learners’ home language. For many learners, especially those in rural or
township schools, this results in limited comprehension of mathematical vocabulary
and concepts, which in turn hampers participation and performance (Probyn, 2016).
Teachers also face difficulties in mediating meaning across languages, often
resorting to code-switching, which can further complicate understanding (Setati &
Adler, 2001). This situation is exacerbated in the GET phase, where learners are still
developing their academic language proficiency, yet are expected to grasp
increasingly abstract mathematical ideas (Heugh, 2017).
Research indicates that language proficiency is closely linked to mathematical
understanding, and learners who struggle with the language of instruction often
struggle to interpret word problems, follow instructions, and engage meaningfully in
classroom discourse (Adler, 2001). In the context of the FET sector, persistent
language barriers can contribute to the widening achievement gap, increased
dropout rates, and limited access to higher-level mathematical studies (DBE, 2021).
The issue is thus not only academic but also intersects with broader questions of
equity, access, and social justice in education (Trudell, 2016).
Assignment 3 MEMO 2025
,3 DIFFERENT PROPOSALS PROVIDED
TABLE OF CONTENTS
EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS .................................... 3
INVESTIGATING THE IMPACT OF LIMITED ACCESS TO DIGITAL GEOGRAPHIC
RESOURCES ON TEACHING AND LEARNING IN FET GEOGRAPHY
CLASSROOMS IN RURAL SOUTH AFRICA ........................................................... 11
ENHANCING LEARNER RESILIENCE THROUGH LIFE SKILLS EDUCATION:
EXPLORING STRATEGIES FOR ADDRESSING SOCIO-EMOTIONAL
CHALLENGES IN THE GET PHASE ....................................................................... 20
, EXPLORING THE IMPACT OF LANGUAGE BARRIERS ON MATHEMATICS
ACHIEVEMENT IN SOUTH AFRICAN GET CLASSROOMS
1. INTRODUCTION AND BACKGROUND
The effective teaching and learning of Mathematics in South African schools
continues to be a significant concern, particularly within the General Education and
Training (GET) phase, which encompasses Grades R to 9. Mathematics serves as a
foundation for critical thinking, problem-solving, and participation in a rapidly
changing economy, making its mastery essential for individual and national
development (Spaull, 2019). Despite this acknowledged importance, many South
African learners perform below expected levels in Mathematics, as consistently
reflected in national and international assessments (DBE, 2021). Among the
numerous challenges contributing to underachievement, language barriers stand out
as a persistent and complex obstacle in multilingual classrooms (Setati, 2008).
In many South African schools, the language of learning and teaching (LoLT) is not
the learners’ home language. For many learners, especially those in rural or
township schools, this results in limited comprehension of mathematical vocabulary
and concepts, which in turn hampers participation and performance (Probyn, 2016).
Teachers also face difficulties in mediating meaning across languages, often
resorting to code-switching, which can further complicate understanding (Setati &
Adler, 2001). This situation is exacerbated in the GET phase, where learners are still
developing their academic language proficiency, yet are expected to grasp
increasingly abstract mathematical ideas (Heugh, 2017).
Research indicates that language proficiency is closely linked to mathematical
understanding, and learners who struggle with the language of instruction often
struggle to interpret word problems, follow instructions, and engage meaningfully in
classroom discourse (Adler, 2001). In the context of the FET sector, persistent
language barriers can contribute to the widening achievement gap, increased
dropout rates, and limited access to higher-level mathematical studies (DBE, 2021).
The issue is thus not only academic but also intersects with broader questions of
equity, access, and social justice in education (Trudell, 2016).
