At CoPAL’s recent meeting that brought 40 members to the Tshwane University of Technology in Pretoria, Professor Mbulungeni Mabida (left), Dean of the Faculty of Education at SU and a member of both CoPAL and the EDF, outlined the significance of the meeting, also mentioning that CoPAL and the TLM CoP were established at the same time in 2015.
“Right from the beginning, we knew there was this relationship,” Professor Madiba, who went on to become the inaugural Chair of CoPAL during its formative years, said. “Some of the problems that are being experienced in mathematics are undoubtedly language problems because you find students who are struggling are not mother tongue speakers of English. So, as the EDF, we felt we need to bring the three committees together to see how we can move forward.’’
The joint engagement is also part of USAf’s strategic drive for greater collaboration among its groups to make a bigger impact in the higher education sector.
Professor Nobuhle Hlongwa, current Chairperson of CoPAL and Dean and Head of School of Arts at the University of KwaZulu-Natal (UKZN), asked if any CoPAL members knew of people at their institutions who had done research linked to the teaching of mathematics and African languages. She mentioned Professor Rosemary Wildsmith-Cromarty, formerly at UKZN and now at North-West University, who had researched and co-published with Mary Gordon on the role of the home language, including isiXhosa and isiZulu, in learning mathematics and science in English-medium classrooms. She said these scholars would be ideal presenters to share their findings at the colloquium.
The Deputy Chairperson of CoPAL, Professor Loli Makhubu-Badenhorst, who is the University of Cape Town’s Director of the Multilingualism Education Project in the Centre for Higher Education Development, said the programme for the colloquium is still being finalised.
In the pursuit of inclusive and effective education, the issue of multilingualism in mathematics teaching and learning at universities has come to the forefront. Recognizing the diverse linguistic landscape of South Africa’s academic institutions, USAf (Universities South Africa) has taken a proactive step by initiating the “Communities of Practice” program.
The aim of this initiative is to delve into the challenges and opportunities presented by multilingualism in the context of mathematics education. South Africa boasts a rich tapestry of languages, each representing unique cultures and communities. However, this linguistic diversity can also pose significant barriers to effective teaching and learning, particularly in subjects like mathematics, which often require precise terminology and clarity of expression.
The “Communities of Practice” program brings together educators, researchers, and experts from various universities across the country. Their collective objective is to explore innovative strategies that can harness the potential of multilingualism to enhance mathematics education. By encouraging open dialogue and sharing of best practices, the initiative seeks to bridge the language gap and ensure that no student is disadvantaged due to linguistic factors.
One aspect of this exploration involves understanding how to leverage multilingualism to make complex mathematical concepts more accessible to students. By incorporating multiple languages, not only as mediums of instruction but also as resources for comprehension, educators can create a more inclusive learning environment. This approach not only benefits students whose first language may not be English or the language of instruction but also enriches the overall learning experience for all students.
Furthermore, the “Communities of Practice” initiative aims to address the shortage of educational resources available in indigenous languages. By collaboratively developing and translating mathematical materials into different languages, the program seeks to empower students with a deeper understanding of the subject, regardless of their linguistic background.
Additionally, the initiative explores the role of technology in supporting multilingual mathematics education. Digital tools and platforms offer opportunities for real-time translation, interactive learning, and engagement with mathematical content in various languages. Integrating technology into the teaching and learning process can foster a more dynamic and personalized learning experience, accommodating the needs and preferences of diverse learners.
Another important upcoming date for CoPAL is the third Vice-Chancellor’s Colloquium to take forward universities’ deliberations on government’s Language Policy Framework for Public Higher Education Institutions, which was promulgated in 2020 and came into effect in 2022. The 2023 meeting will this year be hosted from UKZN towards the end of the year.
The outcomes of USAf’s “Communities of Practice” program hold the potential to revolutionize mathematics education in South African universities. By embracing multilingualism as an asset rather than a hindrance, academic institutions can pave the way for a more inclusive, equitable, and effective learning environment. The initiative’s findings and recommendations are expected to influence educational policies and practices, fostering a transformative approach to mathematics education that celebrates linguistic diversity and empowers all students to excel in their academic pursuits.
