The use of two or more languages while teaching mathematics is so common in Kenya. The practise started way back with missionaries when they introduced western education to, by then "The east Africa British protectorate''. The missionaries themselves learnt the local languages in areas they established mission churches . Schools and hospitals were then built within and local languages used for communication. In urban areas i.e. city and municipal councils, the official medium of instructions in schools in lower classes is Swahili whereas rural or county council areas , is the local language. Kenya has forty two local different languages and thus why Swahili is used in the urban areas because children come from different communities. The schools situated in the high cost areas of Nairobi , capital city , the official medium of instruction is strictly English. This came after attainment independence [1963] . Before that , different races used to have different schools.
Its so interesting to see young children talk in their own language as they solve mathematics questions. The learners come up with another language better known to themselves when discussing a mathematics problem. This has brought up the introduction of a different language close to Swahili known as "shen'g". Its a mixture of all different local languages as children from different communities met in urban schools and had no idea how some other things are called in either Swahili or English.
Mathematics is the only subject that is still taught using two or more different languages in Kenyan schools. The use of mathematics terms such as congruent,tessellate ,perpendicular and many others is a result to use of one or more languages when teaching the subject. Use of local teaching and learning aids or materials for demonstrations and experiments in mathematics lesson could also be the reason why bilingual approach to mathematics is embraced.
Reading these articles has made me realize that all educational class room experienced in Kenya, has once been experienced elsewhere and requires to be addressed by educational stake holders. This also encourage teachers and learners to one or more languages so long as the concept is understood by the recipient . Since upper primary schools in Kenya the medium of instruction has been English, teachers have shied off to use any other language lest not be found by their immediate supervisors starting with head of that particular institution.
Question:
As a class room teacher, do you agree with the use of two or more language in a mathematics lesson ? why ?
Your comment reminds me of an earlier reading we did in the course that talked about the 'mathematical register' This is the language of mathematics. The author talked about how it is important to use the language of mathematics and broke down how dense it really is.
ReplyDeleteYour experience is so interesting and it really challenges me. On the one hand we need to meet students where they are and if we can communicate a mathematical principle, shouldn't we? This being said, this talk of the culture of mathematics is about using the language of math as well.