The Influence of Sepedi Scientific Language Register on Classroom Interaction and Discourse

Abstract* Background The South African education system supports the use of previously marginalized indigenous languages as a sign of reform and ensures inclusivity and equitable access to education. However, the use of indigenous language in STEM (Science, Technology, Engineering, and Mathematics) is still debated. Nevertheless, the use of indigenous languages in mathematics and science is gaining increasing interest, with initiatives like Mother Tongue based Bilingual Education (MTbBE) requiring learning resources in various languages. In addition, the effectiveness of such resources needs to be investigated to understand how they are received by the target community. Method This qualitative research used a case study approach to investigate the influence of a Scientific Language Register written in Sepedi on classroom interaction and discourse. This study included three schools in the Seotlong Circuit, and each school was treated as a case study. Each case consisted of one Sepedi-speaking Natural Sciences and Technology (NST) teacher and one Intermediate Phase classroom of Sepedi-speaking learners. Data from these participants were collected using lesson observations and diary entries. Inductive Content Analysis was used to analyse the data. Results The Sepedi Scientific Language Register positively influenced classroom atmospheres, encouraging interactions and promoting enquire-based learning. This is important in science, which aims to promote inquiry-based learning. This emphasizes the importance of indigenous language learning materials in science. Conclusion The Sepedi Scientific Language Register bridges a gap between Language and Science, and promotes free interaction between learners and teachers. Therefore, it has been proven to be an effective learning resource for teaching science. Hence, this study recommends using the Sepedi Scientific Language Register as a learning tool for Natural Sciences Technology.