,You are teaching Grade 10 Physical Sciences at a
township school in Soweto. Your class of 45 learners
includes: • 20 learners who speak isiZulu as their
home language. • 15 learners who are Sesotho
speakers. • 5 learners who speak Xitsonga. • 5
learners who are immigrants from Zimbabwe and
speak Shona at home. The school's language of
instruction is English, but most learners use their
home languages in daily communication. You notice
that: • Learners struggle to understand scientific
terminology in English. • Some learners are hesitant
to participate in class discussions. • Written
assignments show understanding of concepts but
poor English expression. • Group work tends to
divide along language lines. • Parents' meetings are
challenging due to language barriers. Assessment
,Task: 1. Analyse the language barriers affecting
learning in this multicultural context. 2. Apply
relevant psychological theories to explain the impact
on learning. 3. Develop practical strategies that
utilize multilingualism as a resource. 4. Consider how
to involve parents despite language barriers.
Analysis of Language Barriers Affecting Learning
1. Understanding Scientific Terminology in English:
o Learners are struggling to grasp scientific
concepts because they are taught in a language
that is not their home language. This leads to a
disconnect between the terminology and their
understanding.
2. Hesitancy in Class Discussions:
o Learners may fear making mistakes in English,
which could expose them to embarrassment.
This is compounded by limited confidence in
expressing complex ideas in a second language.
3. Poor English Expression in Assignments:
o While learners understand the concepts, they
lack the language skills to articulate their
knowledge clearly, resulting in
underperformance in written work.
4. Language-Based Group Divisions:
, o Groups forming along linguistic lines reflect a
preference for comfort and ease of
communication, limiting cross-cultural
interaction and learning.
5. Challenges in Parent Engagement:
o Parents who are not proficient in English
struggle to participate fully in school activities,
limiting their ability to support their children’s
education.
Psychological Theories Explaining the Impact on
Learning
1. Vygotsky’s Sociocultural Theory:
o Language is a primary tool for thought and
learning. The use of English as the language of
instruction limits learners' ability to internalize
and process knowledge effectively because it is
not their primary medium of communication.
2. Cummins’ Language Acquisition Theory:
o The distinction between Basic Interpersonal
Communication Skills (BICS) and Cognitive
Academic Language Proficiency (CALP) is
relevant. Many learners may have conversational
proficiency in English (BICS) but struggle with
academic language (CALP), which takes longer
to develop.
township school in Soweto. Your class of 45 learners
includes: • 20 learners who speak isiZulu as their
home language. • 15 learners who are Sesotho
speakers. • 5 learners who speak Xitsonga. • 5
learners who are immigrants from Zimbabwe and
speak Shona at home. The school's language of
instruction is English, but most learners use their
home languages in daily communication. You notice
that: • Learners struggle to understand scientific
terminology in English. • Some learners are hesitant
to participate in class discussions. • Written
assignments show understanding of concepts but
poor English expression. • Group work tends to
divide along language lines. • Parents' meetings are
challenging due to language barriers. Assessment
,Task: 1. Analyse the language barriers affecting
learning in this multicultural context. 2. Apply
relevant psychological theories to explain the impact
on learning. 3. Develop practical strategies that
utilize multilingualism as a resource. 4. Consider how
to involve parents despite language barriers.
Analysis of Language Barriers Affecting Learning
1. Understanding Scientific Terminology in English:
o Learners are struggling to grasp scientific
concepts because they are taught in a language
that is not their home language. This leads to a
disconnect between the terminology and their
understanding.
2. Hesitancy in Class Discussions:
o Learners may fear making mistakes in English,
which could expose them to embarrassment.
This is compounded by limited confidence in
expressing complex ideas in a second language.
3. Poor English Expression in Assignments:
o While learners understand the concepts, they
lack the language skills to articulate their
knowledge clearly, resulting in
underperformance in written work.
4. Language-Based Group Divisions:
, o Groups forming along linguistic lines reflect a
preference for comfort and ease of
communication, limiting cross-cultural
interaction and learning.
5. Challenges in Parent Engagement:
o Parents who are not proficient in English
struggle to participate fully in school activities,
limiting their ability to support their children’s
education.
Psychological Theories Explaining the Impact on
Learning
1. Vygotsky’s Sociocultural Theory:
o Language is a primary tool for thought and
learning. The use of English as the language of
instruction limits learners' ability to internalize
and process knowledge effectively because it is
not their primary medium of communication.
2. Cummins’ Language Acquisition Theory:
o The distinction between Basic Interpersonal
Communication Skills (BICS) and Cognitive
Academic Language Proficiency (CALP) is
relevant. Many learners may have conversational
proficiency in English (BICS) but struggle with
academic language (CALP), which takes longer
to develop.
