Exploring the effect of language transitioning from Sepedi to English in teaching and learning the subject natural sciences and technology in grade four classrooms

Abstract

This study intended to investigate the effects of language transition and the educational conduit of language acquisition to learner performance in the academic space, especially in learning Natural sciences and technology. Moreover, refraining from the ideologies of globalization innovation and growth using English as a patriarchal language of choice for transformation. The study followed the qualitative approach with Interpretivism humanistic paradigmatic assessment of human behavior to achieve the aim. A purposive sampling strategy was used in selecting only schools in rural settings of Mankweng Circuit, where the ideologies of the fourth industrial revolution, are marginally advocated by cultural and curriculum perspective. Data collection was done through semi-structured interviews and conducting field observation notes. The results analysed with thematic Tech`s coding method indicated the existence of language transition problems for both teachers and grade four learners from a practical perspective of classroom interaction. Also, learners were unable to receive instruction, for the subject natural sciences and technology solely in English. Therefore, teachers had to device new strategies to curb the problem. The presence of trans-languaging problems in Grade 4 supports the need to review the period and method in which these learners are expected to transit from mother tongue learning to learning solely in English. Moreover, there is a need to review the Natural Sciences and Technology Curriculum Assessment Policy Statement document. Furthermore, prescribed textbook need to be reviewed to ensure inclusivity, eliminating language barriers, because language, forms the core part of learning, communicating and generating new ideas for the fourth industrial revolution.