Bridging Language Challenges in Technology Teacher Education
Bibliographic Data
| ID | 22047325 |
|---|---|
| Authors | Adri Du Toit (0000-0002-3354-6830, North-West University, corresponding author), Albert Kemp (0000-0002-5335-262X, North-West University), Joop Oosthuizen (North-West University), Louis J Oosthuizen (0000-0002-1760-4586, North-West University), Rosemary Wildsmith-Cromarty (0000-0002-1770-6873, North-West University) |
| Year | 2025 |
| Volume | 15 |
| Issue | 5 |
| Pages | 558 |
| Publication date | 2025-04-30 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15050558 |
| OpenAlex | W4410033976 |
| Language | EN |
| References cited | 17 |
Technology teacher preparation is continuously evolving to stay relevant and responsive to the educational context of students and to bridge the theory–practice divide. The (multi-)language barrier significantly contributes to the theory–practice divide in South African schooling. This article reports one adaptation that was implemented to provide more inclusive and equitable education for Technology education student teachers in their preparation for bridging the barriers experienced in multilingual contexts in South African classrooms. Subject-specific terminology lists were introduced as part of their teacher preparation programme to support multilingualism and inclusivity. The impact of multilingual tables on student teachers’ learning outcomes was not measured in the current investigation, as it was not mandatory for students to use them. The objective of the constructivist research was to explore how Technology student teachers and Technology lecturers viewed, used, and experienced this novel tool. A larger, exploratory multi-method qualitative study was implemented, but the current article only reports findings from the data collected using open-ended questionnaires (students) and reflective journals (of lecturers). The findings indicate that the multilingual approaches supported students’ understanding and collaboration, yet many students still prefer English for learning and teaching. Additionally, the study highlights the vital role of vocabulary in students’ understanding of the module, subject field, and lecturers’ explanations. Technology lecturers reported that the terminology lists contributed to enhancing inclusivity. Further research on scaffolds to support inclusive and equitable teaching–learning in Technology teacher preparation programmes, with the goal of informing education policy and practice, is needed
Mathematics education · Pedagogy · Computer Science · Education and Technology Integration · EFL/ESL Teaching and Learning · Psychology · Second Language Learning and Teaching
Towards Epistemic Justice
English Medium university STEM teachers’ and students’ ideologies in constructing content knowledge through translanguaging
Students’ Perceived Language Competence and Attitudes Towards Multilingualism at a South African University
Multilingualism and its role in identity construction
Multilingualism in academic writing for publication
Language learning and teaching in South African primary schools
How Preservice Teachers Begin to Develop Equitable Visions for Teaching Multilingual Learners
| Citation velocity | historical |
|---|---|
| Highly cited | No |