Abstract:

The paper seeks to investigate the teachers' views on roles as mediators between second language English-speaking Grade 4 learners and mathematics in Buffalo City primary schools. This paper is from a bigger study. It addresses the learners' struggles with English as the language of teaching and understanding math. Using a quantitative approach with structured questionnaires and a stratified random sampling of 50 percent Grade 4 mathematics teachers in public and independent schools participated in the study. Data was analyzed using descriptive statistics. Frequencies, percentages, and mean responses were used to make sense of the data. The study found that many teachers face difficulties when using English as the medium of instruction, especially when teaching learners whose first language is not English. Code-switching was the most common strategy used. Recommendations include appointing trained teachers, providing in-service training, and curriculum development time to support teachers in mediating learning effectively.

Keywords:

Teachers' roles, second language Grade 4 learners, mathematics education, challenges and strategies.