Research studies and philosophies dealing with the relationship
between language proficiency and mathematical proficiency have
either positioned the one as dependent on the other or the two as
autonomous. In South Africa, even though the constitution and the
Language-in-Education Policy give provision for learners to learn
in any of the 11 official languages of their choice, research has
shown that due to economic, political and ideological factors, most
learners prefer to learn mathematics in English which for most, is
not their first or home language. Using both qualitative and
quantitative (quasi-experimental) approaches, this book
investigates whether and how improvement of learners' English
language proficiency enables or constrains the development of
mathematical proficiency. The analysis should contribute to the
debate as to whether or not developing learners' English language
proficiency for mathematical proficiency is the key; or whether it
is more important to harness the home languages which learners
bring to class. Educators in multilingual classrooms and
educationists should find this book useful.
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