Examining Language Barriers in Science Education at the National Zoological Garden

Hasani Justice Bilankulu; Awelani Victor Mudau; Thuli Gladys Ntuli

doi:10.35516/hum.v52i6.7058

Authors

Hasani Justice Bilankulu South African National Biodiversity Institute, Pretoria, South Africa https://orcid.org/0009-0003-3001-7508
Awelani Victor Mudau Science and Technology Education, University of South Africa, Pretoria, South Africa https://orcid.org/0000-0002-0827-5688
Thuli Gladys Ntuli Science and Technology Education, University of South Africa, Pretoria, South Africa https://orcid.org/0000-0001-8331-3018

DOI:

https://doi.org/10.35516/hum.v52i6.7058

Keywords:

Language Barriers, National Zoological Garden, Interaction, Discourse, Science Education.

Abstract

Objectives: The study investigates the language-related challenges that arise during interaction and discourse in the context of science education at the National Zoological Garden in Pretoria, South Africa. The central research question guiding this study was as follows: How does the utilization of language impact interaction and discourse within the teaching and learning of science at the National Zoological Garden?

Methods: In this qualitative interpretive case study two education officers were purposefully selected as participants. Data collection involved both observation and conducting semi-structured interviews. Data was analysed using an ethnographic approach.

Results: The findings revealed that despite the predominant use of English as the primary language of instruction in many South African schools, learners encounter difficulties when attempting to engage in interactions, both with their peers and education officers, when using English at the centre. Meaningful interaction tends to occur when the education officers switch to the native languages spoken by the learners.

Conclusions: As a recommendation presented in this study, it is suggested that education officers consider employing other South African languages that are more comprehensible to the learners at the centre to facilitate better interaction and discourse. Furthermore, it is proposed that the science centre should establish a policy that accommodates native languages in their science engagement activities to enhance the teaching and learning of science.

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