The use of mother tongue and English in the learning and expression of science concepts: a classroom‐based study

This paper describes one aspect of a teaching intervention involving groups of primary teacher trainees in Swaziland involving four different combinations of language usage and teaching strategies. The main focus is on the language dimension of the study. Audiotapes of group work were analysed for several features including the use of both English and SiSwati and its effect on conceptual change, the causes and frequency of language changes and the social interaction of the group during learning. Analysis of the transcripts of the tapes showed that the use of SiSwati served several important functions including articulation and elimination of alternative conceptions, clarifying of concepts and formulating ideas.