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Investigating the Transparency of Language for Place Value Understanding: Comparing Indigenous Southern African Languages and European-Based Languages

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Title: Investigating the Transparency of Language for Place Value Understanding: Comparing Indigenous Southern African Languages and European-Based Languages
Language: English
Authors: Kevin Larkin (ORCID 0000-0002-8704-1272), Pamela Vale (ORCID 0000-0002-4456-7346), Silke Ladel (ORCID 0000-0003-3944-6256), Lise Westaway (ORCID 0000-0001-6060-172X), Mellony Graven (ORCID 0000-0002-8021-3959), Ulrich Kortenkamp (ORCID 0000-0002-5577-8819)
Source: African Journal of Research in Mathematics, Science and Technology Education. 2025 29(1):68-84.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Foreign Countries, African Languages, Language Usage, Indigenous Populations, Indo European Languages, Second Language Learning, Mathematics Education, Mathematical Concepts, Symbols (Mathematics), Decoding (Reading), Elementary School Students
Geographic Terms: South Africa, Namibia, Botswana, Mozambique
DOI: 10.1080/18117295.2024.2438452
Abstract: In this article we investigate the transparency of language in learning place value in either a Southern African indigenous language (isiXhosa, Setswana, Oshiwambo or Emakhuwa) or a European-based language (Afrikaans, English, German or Portuguese). Since language is a key mediator in developing place value understanding, it is important to investigate the ways in which the transparency of various languages may impact place value learning. A review of pertinent literature and an analysis of literal translations of number words (to thousands) of our eight languages lead us to the conclusion that Southern African indigenous languages are more accessible in their meaning, in relation to place value, than the four European-based languages spoken in Southern Africa, which we analysed. We identified two key advantages in the indigenous languages: (i) there was transparency of the 'places' in how numbers are named; and (ii) there was logical alignment between the spoken and symbolic representation of numbers. Despite this, many Southern African learners learn mathematics in English, Afrikaans or Portuguese even though this is not their home language (L1). This means that many learners are denied access to the transparency of the place value concepts that exist in their L1 and must manage learning place value, not only in a yet to be learned 'foreign' language, but also in one where they must learn to decode the idiosyncratic 'irregularities' of the way those languages name numbers. We conclude this article by discussing the implications of these findings for the teaching of place value in Southern African classrooms, in which indigenous learners are often learning in a European-based language that is not their L1.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1468890
Database: ERIC
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  Data: Investigating the Transparency of Language for Place Value Understanding: Comparing Indigenous Southern African Languages and European-Based Languages
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  Data: <searchLink fieldCode="AR" term="%22Kevin+Larkin%22">Kevin Larkin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8704-1272">0000-0002-8704-1272</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pamela+Vale%22">Pamela Vale</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4456-7346">0000-0002-4456-7346</externalLink>)<br /><searchLink fieldCode="AR" term="%22Silke+Ladel%22">Silke Ladel</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3944-6256">0000-0003-3944-6256</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lise+Westaway%22">Lise Westaway</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6060-172X">0000-0001-6060-172X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mellony+Graven%22">Mellony Graven</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8021-3959">0000-0002-8021-3959</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ulrich+Kortenkamp%22">Ulrich Kortenkamp</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5577-8819">0000-0002-5577-8819</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22African+Journal+of+Research+in+Mathematics%2C+Science+and+Technology+Education%22"><i>African Journal of Research in Mathematics, Science and Technology Education</i></searchLink>. 2025 29(1):68-84.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 17
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22African+Languages%22">African Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Populations%22">Indigenous Populations</searchLink><br /><searchLink fieldCode="DE" term="%22Indo+European+Languages%22">Indo European Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Symbols+%28Mathematics%29%22">Symbols (Mathematics)</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink><br /><searchLink fieldCode="DE" term="%22Namibia%22">Namibia</searchLink><br /><searchLink fieldCode="DE" term="%22Botswana%22">Botswana</searchLink><br /><searchLink fieldCode="DE" term="%22Mozambique%22">Mozambique</searchLink>
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  Data: 10.1080/18117295.2024.2438452
– Name: Abstract
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  Data: In this article we investigate the transparency of language in learning place value in either a Southern African indigenous language (isiXhosa, Setswana, Oshiwambo or Emakhuwa) or a European-based language (Afrikaans, English, German or Portuguese). Since language is a key mediator in developing place value understanding, it is important to investigate the ways in which the transparency of various languages may impact place value learning. A review of pertinent literature and an analysis of literal translations of number words (to thousands) of our eight languages lead us to the conclusion that Southern African indigenous languages are more accessible in their meaning, in relation to place value, than the four European-based languages spoken in Southern Africa, which we analysed. We identified two key advantages in the indigenous languages: (i) there was transparency of the 'places' in how numbers are named; and (ii) there was logical alignment between the spoken and symbolic representation of numbers. Despite this, many Southern African learners learn mathematics in English, Afrikaans or Portuguese even though this is not their home language (L1). This means that many learners are denied access to the transparency of the place value concepts that exist in their L1 and must manage learning place value, not only in a yet to be learned 'foreign' language, but also in one where they must learn to decode the idiosyncratic 'irregularities' of the way those languages name numbers. We conclude this article by discussing the implications of these findings for the teaching of place value in Southern African classrooms, in which indigenous learners are often learning in a European-based language that is not their L1.
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        Value: 10.1080/18117295.2024.2438452
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      – Text: English
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      – SubjectFull: Foreign Countries
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      – SubjectFull: African Languages
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      – SubjectFull: Language Usage
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      – SubjectFull: Indigenous Populations
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