Language development and science achievement
SOURCE: HSRC Review
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): V.Reddy, J.Harvey
KEYWORDS: EDUCATION, LANGUAGE SKILLS, SCIENCE, SCIENCE ACHIEVEMENT
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/language-development-and-science
Print: HSRC Library: shelf number 12041
HANDLE: 20.500.11910/16087
URI: http://hdl.handle.net/20.500.11910/16087
OUTPUT TYPE: Journal Article
PUBLICATION YEAR: 2021
TITLE AUTHOR(S): V.Reddy, J.Harvey
KEYWORDS: EDUCATION, LANGUAGE SKILLS, SCIENCE, SCIENCE ACHIEVEMENT
DEPARTMENT: Equitable Education and Economies (IED)
Web link: http://www.hsrc.ac.za/en/review/hsrc-review-june-2021/language-development-and-science
Print: HSRC Library: shelf number 12041
HANDLE: 20.500.11910/16087
URI: http://hdl.handle.net/20.500.11910/16087
If you would like to obtain a copy of this Research Output, please contact Hanlie Baudin at researchoutputs@hsrc.ac.za.
Abstract
It is widely understood that learners who are proficient in the language of the test are better able to successfully answer the questions and achieve higher scores. That is, learners perform best in their home languages. However, simply administering tests in learners home language in South Africa, with its high levels of poverty and inequality, will not necessarily lead to improved results. While language proficiency is a contributor to higher performance, there are other factors at play. Using the TIMSS 2019 grade 9 data, we present further insight into the debate around language of instruction.-
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