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All Journal Studies in Learning and Teaching
Netshivhumbe, Ndivhuwo Prudence
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Journal : Studies in Learning and Teaching

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Language of Instruction as a Limiting Factor in Learner Participation in the Classroom Netshivhumbe, Ndivhuwo Prudence
Studies in Learning and Teaching Vol. 6 No. 2 (2025): August
Publisher : CV Sinergi Ilmu dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46627/silet.v6i2.608

Abstract

This study explored the role of the language of teaching and learning as a limiting factor in learner participation at selected schools in the Vhembe district. This research utilized an interpretative qualitative approach; the research involved physical science teachers and learners from three schools. Data were collected through classroom observations. The findings revealed that the use of English as the medium of instruction in physical science hindered both classroom interaction and discourse. Limited interaction was observed between teachers and learners, as well as among learners themselves, due to the use of a language that was neither the teachers' nor the learners' first language. As a result, learners struggled to engage fully in class activities because they did not completely understand the language of instruction. Additionally, the language barrier hindered their ability to grasp scientific concepts, ask questions, and participate in discussions. Based on these findings, the study recommends the development of teaching and learning materials in African indigenous languages to improve learner participation and performance. Furthermore, it advocates for the use of a language that both teachers and learners are comfortable with to enhance teaching and learning outcomes. The study highlighted how the language of instruction impacts learners' learning, while also suggesting ways to advocate for change.
Investigating Teacher Instructional Strategies in the Teaching of Natural Sciences in the Senior Phase Netshivhumbe, Ndivhuwo Prudence
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.v6i1.609

Abstract

This paper examined the instructional strategies used by senior phase natural science teachers in schools located in the Vhembe District, Limpopo Province. The study employed a qualitative case study approach, with one natural science teacher from each of the three selected schools participating. Data were collected through semi-structured interviews and classroom observations. The findings of the study revealed that teachers employed a variety of teaching methods, explanatory frameworks, and activities as instructional strategies. These strategies facilitated interactions between learners and their teachers, as well as between learners and the subject matter. However, opportunities for learners to engage with one another were limited, as teachers primarily conveyed a significant amount of information to the class. Additionally, the study highlighted that the participating teachers did not have natural science as part of their formal teaching qualifications. Based on these findings, it is recommended that continuous development programs focus not only on subject matter knowledge but also on instructional strategies relevant to specific topics. Furthermore, the government should consider investing in the construction of laboratories and community libraries, as well as providing schools with qualified subject teachers and adequate teaching materials to support effective teaching and learning.
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