Integrating Tshivenda into Early Mathematics Instruction: Benefits and Challenges in Foundation Phase Schools in Vhembe District, Limpopo Province, South Africa

Source abstract

Early mathematical competence provides the foundation for learners' cognitive development, problem-solving, and later academic achievement. Despite South Africa's commitment to mother-tongue-based education, many young learners continue to experience difficulties in mathematics because instruction is frequently mediated through English or inconsistent bilingual practices before learners develop adequate proficiency in the language of learning and teaching. This linguistic mismatch is particularly evident in rural schools, where it constrains conceptual understanding, mathematical communication, and learner participation. This study explored the benefits and challenges of integrating Tshivenda into early mathematics instruction in rural primary schools in the Vhembe District of Limpopo Province, South Africa. Guided by the interpretivist paradigm, the study adopted a qualitative multiple-case study design. Purposive sampling was used to select 24 participants, comprising 16 teachers, 4 Heads of Department, and 4 school principals, from 4 rural primary schools. Data were generated through semi-structured interviews, classroom observations, and document analysis and analysed using Braun and Clarke's thematic analysis. Trustworthiness was ensured through triangulation, member checking, prolonged engagement, peer debriefing, reflexive journaling, and an audit trail. The findings revealed that integrating Tshivenda strengthened learners' conceptual understanding by connecting mathematical concepts with familiar linguistic and cultural experiences while promoting learner participation, confidence, mathematical discourse, and collaborative problem-solving. However, implementation remained constrained by limited mathematical terminology, inadequate teaching and learning resources, insufficient teacher preparation for multilingual pedagogy, and challenges associated with the transition to English in Grade 4. The study recommends developing standardised mathematical terminology, expanding culturally responsive instructional resources, strengthening continuous teacher professional development, and promoting collaboration among universities, language specialists, curriculum developers, and the Department of Basic Education to advance equitable, multilingual, and culturally responsive mathematics education.