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Exploring the Correlation Between Language Medium and Academic EXPLORING THE CORRELATION BETWEEN LANGUAGE MEDIUM AND ACADEMIC ACHIEVEMENT: A COMPARATIVE STUDY OF THE LANGUAGE OF LEARNING AND TEACHING (LoLT) AND MATHEMATICS RESULTS IN THE 2010 GRADE 12 NATIONAL SENIOR CERTIFICATE EXAMINATIONS IN THE EASTERN CAPE THESIS Submitted in fulfillment of the requirements for the degree of MASTER OF ARTS RHODES UNIVERSITY FACULTY OF HUMANITIES BY NTOMBIZANELE B NALEDI MBUDE-SHALE January 2013 School of Languages: African Language Studies Rhodes University Grahamstown Supervisor: Professor Russell H Kaschula 1 DECLARATION I the undersigned, hereby declare that this thesis is my original work and has not, in its entirety or part, been submitted at any university for a degree. Signed: Date: 8 January 2013 2 ACKNOWLEDGEMENTS Deep-felt gratitude goes to my life partner for having travelled with me this far; never to complain. His name Thebe means a shield in Sesotho; for shielding me and our precious ‘soccer club’ when needed the most. B-man, my eldest son; you helped centre my thoughts. I appreciate you; Zidodo my big girl, Amo, Kalo and the three musketeers – I live for you guys. A big thank you goes to the famous Mbude seven (Posh, Lungi, Wendice, Sindi our only brother Chris) and even more to the baby of the family - Mandila; for always believing in me and supporting me through thick and thin. To all those who are my family in many ways, physically and spiritually, I thank you. I appreciate greatly, the spirit of my mother Rose Gxabela-Mbude that has pushed me step by step from beyond. All my colleagues in the ‘exclusive club’ of language-in-education; especially Professor Neville Alexander my personal mentor; who offered me an opportunity to be a member of the ‘exclusive club’ in 1997 – ndiyabulela ndlovu Rest In Peace. Thanks to the DSRAC for financial support, and the Eastern Cape Department of Education; especially the Exams Directorate for giving me access to information that I needed for this study. I have only respect for the dedication and commitment of my supervisor Professor Russell Kaschula. He and I know what it took to make this thesis a reality. I acknowledge the advice of Subject Head Ms Bulelwa Nosilela and the staff in the School of Languages at Rhodes University. Many people know how little personal time I have because of the demands of my job; I started this journey in 2000 at the University of Cape Town. I circumvented it ten years later at Rhodes – halala Rhini. 3 ABSTRACT In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency. 4 TABLE OF CONTENTS Page DECLARATION …………………………………….………………………………………………………………………………..2 ACKNOWLEDGEMENTS …………………………………………………….………………………………………………….3 ABSTRACT …………………………………………………………………………………………………………………………….4 TABLE OF CONTENTS …………………………………………………………………………………………………………..6 CHAPTER 1 Patterns of Language Policy and Practice in South Africa 1.1 Introduction……………………………………………………………………………………………………………….10 1.2 The colonial experience……………………………………………………………………………………………..10 1.3 The role of the Missionaries…………....………………………………………………………………………..12 1.4 The development of Afrikaans as a public language……………...…………………………………..14 1.5 The Apartheid Era: The 1976 language uprising………………………………………………………….16 1.6 A historical accident that yielded positive results…………….………………………………………..18 1.7 The birth of a new era………………..……………………………………………………………………………..20 1.7.1 The Constitution and key clauses pertaining to language rights………………..…………......20 1.7.2 The PanSALB Act (Act 59 of 1995)….…………………………………………………………………………..21 1.7.3 The South African Schools Act (Act 84 of 1996)……………..…………………………………………..21 1.7.4 The National Education Policy Act (Act 27 of 1996)…………………………………………………….22 1.7.5 The Language in Education Policy (1997)………………..………………………………………………….22 1.7.6 The National Language Policy Framework (2003)……………………………………………………….25 1.7.7 The Western Cape Language Act (2005)…………………………………………………………………….26 1.8 Practice vs Policy yet again……………….……………………………………………………………………….32 1.9 The Language Transformation Plan (LTP)..……..………………………………………………………….33 1.10 Quantity vs Quality…………….……………………………………………………………………………………..35 1.11 Reasons deterring implementation of policy……………………………………………………………..36 1.11.1 The issue of parental choice………………………………………………………………………………………36 1.11.2 Strategic weaknesses in the Constitution (1996), SASA (1996) and LiEP (1997)..………..38 1.11.3 The lack of political will…………..…………………………………………………………………………………40 1.12 Conclusion…………..…………………………………………………………………………………………………….41 CHAPTER 2 The Teaching And Learning of Mathematics In Multilingual Settings 2.1 Introduction: The debate in context.………………………………………………………………………….42 2.2 South African Language Policy Court cases.………………..…..…………………………………………44 2.2.1 Court Case 1: NR Nkosi vs Durban High School Governing Body.………………………………..44 2.2.2 Court Case 2: Hoërskool Ermelo vs the Head of the Mpumalanga DoE.……………………..47 5 2.3 The contextual reality of multilingual mathematics classrooms..……………………………….50 2.4 Bi/multilingualism explained …………………………………………………………………………………….53 2.5 Mathematics and multilingualism …………………………………………………………………………….56 2.5.1 The learning of mathematics by English L2 learners ………………………………………………….59 2.6 Factors that influence academic achievement for ESL learners ………………………………….62 2.6.1 The language of learning and teaching mathematics post-Grade 4…………………………….62 2.6.2 The role and practice of the teacher in multilingual mathematics classrooms…………….69 2.6.3 Learning and Teaching Support Materials (LTSM)……………………………………………………….74 2.6.4 The language of Mathematics ……………………………………………………………………………………76 2.7 Conclusion …………………………………………………………………………………………………………………82 CHAPTER 3 Research Design and Implementation 3.1 Introduction…………………………………………………..……………………………………………………………83 3.2 Research orientation……………………………………………………………………………………………………84 3.3 Research goals ………………………………………………………………..………………………………………….84 3.4 Research design and implementation …………………………………………………………………………86 3.4.1 Quantitative methodology ………………………………………………………………………………………….88 3.4.2 Qualitative methodology………………………………………………………………………………………………89 3.4.3 Triangulation…………………………………………………………….…………………………………………………89 3.4.4 Sampling …………………………………………………………………………………………………………………….91 3.5 Data Collection Instruments ……………………………………………………………………………………….93 3.6 Interviews ……………………………………………………………………..……………………………………………93 3.7 Observations.…………………………………………..………………………….………………………………………94 3.8 Data Analysis ………………………………………………………………………………………………………………94 3.9 Ethics……………………………………………….………………………………………………………………………….95 3.10 Anonymity and confidentiality ……………………………………………………………………………………95 3.11 Negotiating Access………………………………………………………………………………………………………96 3.12 Limitations of the study……..………………………………………………..……………………………………..96 3.13 Conclusion ……………………………………………………………………………………………………………….…98 CHAPTER 4 2010 Grade 12 Results for Mathematics and Language 4.1 SECTION A: Background Introduction…………………………………………………………………………..99 4.2 Possible reasons for the gains of 2010…………….…………………………………………………………..101 4.2.1 THE DEPARTMENT OF EDUCATION’S STRATEGIC
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