Abstract
Junior primary teachers need a solid knowledge base on how to handle the language effectively through applicable training. However, students at the University of Namibia in the Department of Early Childhood and Lower Primary Education are taught in English although the government language policy requires them to teach in mother tongue upon completion and appointment to schools. Teacher’s competency in the language of instruction is vital in mathematics’ achievement at junior primary level and it is important that if teachers are to teach in mother tongue, such practice should be extended to universities. The study aim was exploring challenges that newly qualified primary teachers experience when teaching mathematics concepts in mother tongue. The study will serve as an informed source of knowledge to be distributed to policy makers and teacher training institutions. Two interactive frameworks were adopted for this study: social constructivism theory and teacher agency. A qualitative, case study research design was employed. Data were collected through observations and semi-structured interviews. Findings indicate that teachers hold both positive and negative views on how the language policy affects their teaching of mathematics in mother tongue. Participants experienced challenges when teaching mathematics in mother tongue stemming from lack of appropriate training, profession-related problem and language issues. Coping strategies employed were; code-switching, seeking assistance, the use of drawings and manipulatives, and in some cases avoiding difficult terminology. The conclusion drawn is that teacher training plays a vital role in enabling teachers to develop agency. Moreover, socialisation at schools especially between novice teachers and veterans is important in ensuring novices receive guidance and employ effective coping strategies. It is recommended that the Ministry of Education facilitate the production of a mother tongue mathematics resources mathematics register in Oshindonga to be used in all schools and so establish uniformity of concepts and language used. KEY WORDS: Mother tongue, Oshindonga, Teacher training, Mathematics, Novice teachers, Junior Primary, Teacher agency, Social Constructivism.
Ph.D. (Childhood Education)