Creating access and inclusion for learners with language barriers: Exploring teacher's experiences of aligning foundation phase mathematics curricula with the curriculum assessment policy statement

Abstract

ABSTRACT This study examines the experiences of Foundation Phase teachers in aligning Mathematics curricula with the Curriculum Assessment Policy Statement (CAPS) to provide access and inclusion for learners with language barriers. The study is grounded in the historical context of South Africa’s education system, shaped by decades of apartheid, where racially and linguistically segregated schooling systems entrenched inequality. In the post-apartheid era, the South African government prioritised inclusive education to redress these historical inequalities, as guided by policies, the White Paper 6 on inclusive education, and CAPS. The CAPS documents seek to standardise curricula and assessments nationwide while fostering inclusivity. Irrespective of these progressive policies, many learners face substantial language challenges, particularly in the Foundation Phase, as lessons are often presented differently from their home language. This is particularly becoming a challenge in multilingual classrooms, where learners' proficiency in the language of teaching and learning English varies significantly. Using qualitative methods, the study explores how teachers manage these language barriers while adhering to CAPS requirements and how they implement inclusive education strategies in the classroom. The study interrogates and reports on how teachers adapt their instructional methods to meet the needs of linguistically diverse learners by using multilingual resources, visual aids, and differentiated teaching strategies. The findings advocate that while CAPS offers a uniform framework, it does not always accommodate the complications of multilingual classrooms. As a result, teachers often employ creative, context-specific solutions to support learners with language barriers. This study contributes to the broader discourse on inclusive education in South Africa, stressing the need for curriculum flexibility and additional teacher support to better serve learners from diverse linguistic backgrounds. Keywords: Inclusive education, language barriers, phase education, mathematics, curriculum alignment, Curriculum Assessment Policy Statement (CAPS), language inclusion strategies, policy implementation,