Browsing by Author "Kereeditse, Dumelang Lorato Thomas"

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    The effects of embracing multilingualism on the academic performance of learners in primary science education in botswana
    (University of the Witwatersrand, Johannesburg, 2023-12) Kereeditse, Dumelang Lorato Thomas; Inggs, Judith
    In Botswana, primary school learners perform better in Setswana as a subject than in the science subjects. This trend can be observed in the annual Primary School Leaving Examinations results despite the country’s high literacy rate. Since these learners are emergent multilinguals, this study sought to determine the effects of embracing multilingualism on Botswana learners’ academic performance in science as a subject at primary level. Considering that using translation as a pedagogical strategy has never been fully recognised as a useful way of scaffolding in lower levels of education, the translanguaging perspective was employed to determine the effects of translation in multilingual contexts. This was done to enhance comprehension of fourth year primary science texts using bilingual texts because, in the Botswana education system, codeswitching is usually practised as a communication strategy, but textbooks and assessments are printed monolingually in English from Standard 2. The study acknowledged the benefits of both English and Setswana in the education system and on learners’ cognitive development. Therefore, it employed a cognitive theory of communication in translation coupled with the translanguaging theory to develop bilingual science texts that could enhance pedagogic strategies for emergent multilinguals. A quasi-experimental design was used to assess the effects of using bilingual texts on learners’ academic performance. Three participating schools from different language communities in Botswana were selected via non-proportional stratified sampling. The control group received a monolingual science topic with content as usual, whereas the experimental group received the same text translated and presented bilingually in English and Setswana. Both groups attempted a written comprehension exercise after reading the same topic. Data were analysed statistically using SPSS Statistics and qualitatively using moment analysis to determine the significance of differences between 2 the control and the experimental groups. Learners in the minority language speaking school showed a considerable improvement as well as a significant difference in the performance of learners who used monolingual texts compared to those who used bilingual texts. Other schools showed an insignificant difference between the performance of the experimental group and the control group. These results show the potential of bilingual texts in the creation of translanguaging space in the classroom. They support the ostensive multilingualism pedagogy which brings together translanguaging pedagogy and relevance theory in translation to open translanguaging spaces in science education.