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TPN3704 ASSIGNMENT 1 SEMESTER 1 2024
- Course
- TPN3704
- Institution
- University Of South Africa (Unisa)
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DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIESCOLLEGE OF EDUCATION
UNIVERSITY OF SOUTH AFRICA
MODULE CODE: TEACHING PRACTICE IV (TPN3704)
ASSESSMENT 01
STUDENT NUMBER:
STUDENT NAMES:
2024
Declaration form.
I (full names): ..................................................................
Student number ..................................
Module: TPN3704
Declare that
1. I understand what plagiarism entails and am aware of the University’s
policy in this regard.
2. I declare that this assignment is my own, original work. Where I used
someone else’s work, whether a printed source, the internet, or any other
source, I give the proper acknowledgement and include a complete reference
list.
3. I did not use another current or previous student’s work, submitting it as my
own.
4. I did not allow and will not allow anyone to copy my work with the intention
of submitting it as his or her own work.
Signature :
Date:
, 2.1 The purpose of this study is to examine the impact of code-switching on
the learning and teaching of Mathematics, particularly focusing on learners
whose first or mother tongue is not English language in selected primary
schools in the O.R. Tambo Inland Education District in the Eastern Cape
Province of South Africa.
2.2 The study was conducted in selected primary schools in the O.R. Tambo
Inland Education District in the Eastern Cape Province of South Africa.
2.3 The research design used in this study is a case-study research design.
2.4 The data collection method used in the study was semi-structured focus
group interviews conducted face-to-face. Four focus groups, each
represented by six members, were utilized for data collection.
2.5 Code-switching refers to the practice of alternating between two or more
languages or dialects within a single conversation or discourse. It involves
switching between languages based on social, cultural, or linguistic contexts,
often to accommodate speakers or listeners who are more proficient in one
language over another.
2.6 The constructivist theory is a learning theory that emphasizes the
importance of learners actively constructing their own understanding and
knowledge through experiences, interactions, and reflection. It suggests that
learning is a process of meaning-making where learners actively engage with
the material, build upon prior knowledge, and construct new understandings
through social interaction and collaboration.
2.7 The research approach used in this paper is a qualitative approach, as it
involves exploring and understanding the experiences, perspectives, and
behaviors of participants in relation to the phenomenon of code-switching in
the learning and teaching of Mathematics.
2.8 The dual or double challenge experienced by science and mathematics
teachers if the language of learning and teaching (LoLT) is not the main or
home language of the learner involves:
a) Teaching complex mathematical concepts and scientific principles in a
language that may not be fully understood by the learners, leading to potential
comprehension difficulties and barriers to learning.
b) Navigating the cultural and linguistic diversity within the classroom, which
may require the teacher to employ diverse teaching strategies, such as code-
switching, to effectively engage all learners and facilitate understanding.
2.9 Two recommendations indicated in this study are:
a) Introducing teacher trainees to a minimum of three languages during their
training in the teaching profession to enhance their language proficiency and
teaching effectiveness in multilingual classrooms.
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