Complexities of Translating Mathematics Tasks from English to Learners' Home Languages

Autor/in	Mpalami, Nkosinathi
Titel	Complexities of Translating Mathematics Tasks from English to Learners' Home Languages
Quelle	In: Pythagoras, 43 (2022) 1, (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mpalami, Nkosinathi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1012-2346
Schlagwörter	Translation; Mathematics Instruction; Teaching Methods; Native Language; Language Usage; Grade 11; Mathematics Teachers; Programming; Multilingualism; English (Second Language); Second Language Learning; Foreign Countries; African Languages; Secondary School Students; Mathematical Concepts; Concept Formation; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; School year 11; 11. Schuljahr; Schuljahr 11; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Programmierung; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Sekundarschüler; Concept learning; Begriffsbildung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Mathematics education remains problematic in South Africa's schools. However, some mathematics educators are deliberately using learners' home languages in tasks to assist learners to understand mathematics. Research-based evidence shows that learners' home languages when used as a resource have a potential to enhance learners' understanding of mathematics. This article addresses the issue of translating mathematics tasks from English to learners' home languages, a field that is less common in mathematics education studies. The study shows that there are complexities associated with such translation which all stakeholders in education should bear in mind. The article does so by referring to a study where a Grade 11 mathematics educator in a multilingual class tried to use learners' home languages in tasks with an aim to enhance learners' understanding of linear programming concepts. The study was conducted in township school in Gauteng province. Ethical clearance was given by the Gauteng Department of Education. Data were collected through observations and were analysed qualitatively. The situated sociocultural perspectives guided the study. The findings show that during the translation process, the educator went as far as translating mathematics technical terms. Such translation distorted the meaning of the original task and therefore made it hard for learners to comprehend concepts as envisioned. The recommendation is that the translation should not be left to individual mathematics educators but rather there should be a broader approach of having mathematics tasks translated from English into other official languages and such tasks be distributed to all schools throughout the country. Professional translators must also be contracted to do such a job. (As Provided).
Anmerkungen	AOSIS. 15 Oxford Street, Durbanville, Cape Town, 7550 South Africa. Tel: +27-21-975-2602; Fax: +27-21-975-4635; e-mail: publishing@aosis.co.za; Web site: https://sajce.co.za/index.php/pythagoras
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11