‘We think in isiXhosa first’: Medium of instruction preferences in Rural Eastern Cape mathematics classrooms

Source abstract

This study investigates the medium of instruction preferences in mathematics classroom discourses among rural secondary school learners in the Eastern Cape Province, South Africa, where isiXhosa is widely spoken as a home language and English is the official medium of instruction. Anchored in Vygotsky’s sociocultural theory, the research explores how language influences learners’ engagement, comprehension, and achievement in mathematics, particularly within under-resourced rural contexts. Using a qualitative case study design, data were collected through semi-structured interviews with 15 Grades 10–12 learners from three high schools. Thematic analysis revealed that learners overwhelmingly prefer a bilingual approach that integrates both isiXhosa and English. While English is valued for assessments and future academic opportunities, learners reported enhanced understanding, participation, and confidence when instruction included their home language. Challenges identified include limited English proficiency, reduced classroom participation, and increased cognitive load when mathematics is taught solely in English. The study highlighted a critical tension between policy and practice in South Africa’s rural mathematics classrooms. While English serves as the official medium of instruction, learners’ voices point towards the necessity of isiXhosa for achieving real understanding, equity, and participation in mathematics education. It recommends the adoption of bilingual pedagogical strategies, development of isiXhosa-English mathematics support materials, and further research into long-term academic outcomes of dual-medium instruction. This research contributes to the discourse on language policy in education and offers practical insights for fostering equitable and linguistically inclusive mathematics teaching in rural South African schools.