Mathematics lecturers and students views on the role of language in a multilingual classroom at TVET college level

Abstract

This paper reports on a study exploring the teaching and learning of mathematics in a multilingual classroom at a Technical Vocational Education and Training College (TVET). A case study research method was used. Three N5 mathematics lecturers and 20 N5 students were purposefully selected from two campuses of a TVET college in South Africa. Data were collected using semi-structured interviews and through classroom observations. Lecturers were interviewed individually to find out the effects of the language of teaching and learning on student understanding, and to find out the teaching strategies they use to teach mathematics. Findings reveal that students know what they should do in order to understand mathematical concepts, although they do not always adhere to them, and they also know what they expect from lecturers. Lecturers also know the teaching strategies that could give them good results, but the students seem to not do their part. Findings also reveal that a common language between lecturers and students helps a lot in explaining some important mathematical facts and it also helps in improving participation during lessons.