Abstract
Language is a crucial cultural tool in the teaching and learning of science. Different perspectives have presented arguments on how poor language proficiency presents challenges in learning science concepts regardless of whether learners are English first language speakers. The present study investigated language challenges in Grade 7 Natural Sciences classrooms and the teachers' efforts to mitigate them. This qualitative case study was framed within the socio-cultural theory. Six Grade 7 Natural Sciences teachers from two independent primary schools were selected as participants. Data collection involved focus group discussions and lesson observations. Data analysis yielded four themes: 1. Lack of adequate reading time worsens language challenges; 2. Scientific language and its acquisition are hindered by using everyday language; 3. Inadequate text interpretation skills negatively impact learners' academic achievement; and 4. Using inappropriate learning strategies increases language challenges. The study recommends the use of mobile technologies to narrow language gaps.