Abstract:
The difficulty of teaching and learning mathematics in a language that is not the learners'
home language (e.g. English) is well documented. It can be argued that underachievement by
South African learners in most rural schools is due to a lack of opportunity to participate in
meaningful and challenging learning experience (sometimes due to lack of proficiency in
English) rather than to a lack of ability or potential. This study investigated how improvement
of learners' English language proficiency enables or constrains the development of
mathematical proficiency. English Computer software was used as intervention to improve
the English Language proficiency of 45 learners. Statistical methods were used to analyse the
pre- and post-tests in order to compare these learners with learners from another class of 48.
The classroom interaction in the mathematics class before and after the intervention was
analysed in order to ascertain whether or not the mathematics interaction has been enabled or
constrained. The findings of this study were that proficiency in the language of instruction
(English) is an important index in mathematics proficiency, but improvement of learners'
language proficiency, even though important for achievement in mathematics, may not be
sufficient to impact on classroom interaction. The teacher's ability to draw on learner's
linguistic resources is also of critical importance.
