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All Journal Studies in Learning and Teaching Research in Social Sciences and Technology Journal of Innovative Science Education
Ntuli, Thuli Gladys
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Utilising Tshivenḓa Scientific Language Register for Teaching Electric Circuits Ntuli, Thuli Gladys; Madavha, Mpho Kenneth; Mudau, Awelani Victor
Research in Social Sciences and Technology Vol 9 No 2 (2024): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2024.39

Abstract

Teaching physical sciences in English as the Language of Learning and Teaching (LOLT) has presented numerous challenges, particularly for learners who are not proficient in the language. The South African government is increasingly considering the use of indigenous languages as the medium of instruction for subjects such as physical sciences, sparking debates regarding the effectiveness of indigenous languages in teaching and learning. This study aimed to explore stakeholders' perceptions regarding the use of Tshivenḓa scientific language for the concept of electricity. Utilizing qualitative interpretative case study methodology, the researcher conducted interviews with two grade 10 teachers, three parents, and two groups of grade 10 learners from selected schools to investigate their views on using Tshivenḓa scientific language register to teach physical sciences. The findings indicate that stakeholders view the adoption of scientific language registers in Tshivenḓa as a positive initiative. They believe it will provide learners who struggle to understand physical sciences when taught in English with an opportunity to learn effectively in a language they are familiar with. Therefore, the study recommends expanding the development of scientific registers in Tshivenḓa to cover other topics in physical sciences.
Application of Physical Sciences Scientific Language Register in Tshivenḓa to Shape Meaningful Learning Madavha, Mpho Kenneth; Ntuli, Thuli Gladys; Mudau, Awelani Victor
Research in Social Sciences and Technology Vol 10 No 1 (2025): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2025.4

Abstract

This study employed a qualitative interpretative case study methodology, involving two teachers and one class of learners from two selected schools. The researcher used observation to address a critical question: How does the application of the Tshivenḓa scientific language register shape meaningful learning? The findings reveal that the application of the Tshivenḓa scientific language register in classrooms fosters interactive and meaningful learning experiences compared to when English is used. Therefore, this study recommends conducting further research and collaboration to develop a comprehensive Tshivenḓa scientific language register with standardized terminology. This would require input from linguists, educators, and other relevant stakeholders to ensure accuracy and consistency.
Stakeholders' Perceptions on the Development of a Tshivenda Scientific Language Register for Teaching Agricultural Sciences Phalandwa, Ocktovia Livhuwani; Ntuli, Thuli Gladys
Journal of Innovative Science Education Vol. 14 No. 1 (2025): April 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jise.v14i1.19957

Abstract

The South African government seeks to address the dominance of English and Afrikaans as the primary languages of instruction in most schools by promoting the use of indigenous languages as mediums of instruction. This initiative offers a significant opportunity for Black African learners to engage with subjects like Agricultural Sciences in their native languages. However, questions about the readiness and availability of teaching materials and resources in languages such as Tshivenda remain critical. This study planned to categorise the stakeholders perceptions in developing the Tshivenda scientific language register for animal studies. The data for this qualitative interpretative case study were collected through semi-structured interviews with two teachers and six parents, selected using purposive sampling techniques. Findings revealed initial scepticism among stakeholders due to the lack of Agricultural Sciences terminology in Tshivenda. However, with collaborative efforts and a growing positive attitude toward using indigenous languages, significant progress has been made.
Parents', Teachers', and Learners' Perceptions Regarding the Use of the IsiNdebele-Developed Scientific Language Register to Teach Natural Sciences Ntuli, Thuli Gladys
Studies in Learning and Teaching Vol. 6 No. 1 (2025): April
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i1.438

Abstract

Researchers indicate that learners who are learning through a language that is not their own experience greater difficulty attaining the same level in science education than those learners whose home language is the same as the Language of Learning and Teaching (LoLT). This shows a dire need for the development and application of scientific language registers in indigenous languages. In this qualitative interpretative case study, the researcher aimed to elucidate the perceptions of parents, learners, and teachers on the use of the developed IsiNdebele scientific register to teach natural sciences. This paper was guided by the following research question: What are the stakeholder's perceptions on the development and use of the isiNdebele scientific language register to teach Natural Sciences? Purposeful sampling was used to select the participants of this study: teachers, learners, and parents (stakeholders). The data for this paper was collected through interviews and observations. The results of the study reveal that isiNdebele is still underdeveloped as it lacks scientific terms and reveals different perceptions held by stakeholders on the use of the developed isiNdebele scientific language register to teach Natural Sciences. With the numerous research findings on the benefits of using indigenous languages and the results of this study, it is recommended that stakeholders re-consider their perceptions on the use of indigenous languages and scientific language registers be developed in indigenous languages as the use of these languages has proven to yield meaningful learning.
Co-Authors Madavha, Mpho Kenneth Mudau, Awelani Victor Phalandwa, Ocktovia Livhuwani