LOCAL LANGUAGES AS MEDIUMS OF INSTRUCTION FOR SCIENCE TEACHING AND LEARNING: SECONDARY SCHOOL STUDENTS’ PERCEPTIONS
Journal Title: Educational Research International - Year 2018, Vol 7, Issue 4
Abstract
Schools in Zimbabwe use English as a medium of instruction in the teaching and learning of most subjects, save for indigenous languages. Linguists have, however, recommended the use of indigenous languages in education to ensure mastery of concepts. This current study sought to find out secondary school learners’ perceptions on the teaching and learning of the sciences using a local language as a medium of instruction. Thirty six Science learners were purposively sampled from a high school in Masvingo District. Phillipson’s Theory of Linguistic Imperialism was used as the major theory from which the learners’ perceptions towards the use of local languages could be understood. Data were gathered through focus group discussions and lesson observations. The participants indicated that they understood concepts better when an indigenous language was used as a medium of instruction in teaching and learning Science subjects. Most learners, especially those in lower forms, reported that concepts are better understood in mother tongue. From the observations, the researchers noted that students engaged more in organised Science learning activities when an indigenous language was used. Participation was low when teachers consistently used the English language without code-switching to the local language. However, students still preferred being taught in English as Shona lacked sophistication and had limited science vocabulary. The study recommended the use of both English and Shona to increase the learners’ proficiency in the Sciences. It was also recommended that linguists should be engaged to coin terms in local languages that can be used in the teaching and learning of the Sciences.
Authors and Affiliations
Admire Mhindu, Christmas Denhere
Keywords
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