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An Empirical Analysis of Correctional Centre Mathematics Educationists' Disposition towards Translingual Instructions

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Title: An Empirical Analysis of Correctional Centre Mathematics Educationists' Disposition towards Translingual Instructions
Language: English
Authors: Siphelele Mbatha (ORCID 0000-0001-7163-3305), Xolani Khohliso (ORCID 0000-0002-2462-1296), Nosihle Veronica Sithole (ORCID 0000-0001-7160-132X)
Source: Educational Process: International Journal. Article e2026045 2026 22.
Availability: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
Peer Reviewed: Y
Page Count: 21
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Adult Education
Descriptors: Correctional Education, Mathematics Education, Mathematics Teachers, Bilingual Education, Code Switching (Language), Adult Education, Multilingualism, Foreign Countries
Geographic Terms: South Africa
ISSN: 2147-0901
2564-8020
Abstract: Background/purpose: Despite the findings on the value of using multilingual pedagogies, the role of translingual instruction in adult correctional centre mathematics classrooms remains unrecognised. In this paper, we present an empirical analysis of the dispositions of correctional centre mathematics educationists towards translingual instruction. Materials/methods: Scaccia's (2014) Readiness Theory served as a lens for the study. The study was framed within the QUANT-QUAL explanatory sequential research design. We utilised both qualitative and quantitative data drawn from questionnaires and semi-structured interviews. Qualitative data were analysed thematically. SPSS was used to analyse quantitative data using a t-test to assess the mean difference between negative and positive questionnaires. Results: Quantitative findings showed that positive questionnaire scores were higher than negative questionnaire scores. To determine whether this difference was statistically significant, the t-value of 3,472 (which exceeds the critical value of 2,045) was used to conclude that educationists have positive dispositions towards translingual instruction. From the qualitative findings, three themes emerged: (i) educationists' synonymous conceptualization of translingual and code-switching instructional approaches; (ii) the translingual instructional approach as a resource for actualizing concept--based curriculum; and (iii) educationists' perception of translingual strategies as scaffolds for decolonizing offender education. Based on the themes, we identified the misapprehension of differences between code-switching and translingual instruction. The themes further surfaced educationists' positive dispositions towards translingual instruction. Conclusion: We conclude by underscoring the critical role that fostering supportive educationists' dispositions to translingual instruction can play in improving adult offenders' mathematics performance. We subsequently recommend the need for the transfiguration of Languages of Learning and Teaching within adult offender mathematics classrooms, thus challenging the adult education policy framework to a deliberate multilingualism in adult mathematics learning situations.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505216
Database: ERIC
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  Availability: 0
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  Data: An Empirical Analysis of Correctional Centre Mathematics Educationists' Disposition towards Translingual Instructions
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  Data: <searchLink fieldCode="AR" term="%22Siphelele+Mbatha%22">Siphelele Mbatha</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7163-3305">0000-0001-7163-3305</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xolani+Khohliso%22">Xolani Khohliso</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2462-1296">0000-0002-2462-1296</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nosihle+Veronica+Sithole%22">Nosihle Veronica Sithole</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7160-132X">0000-0001-7160-132X</externalLink>)
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  Data: UNIVERSITEPARK Limited. iTOWER Plaza (No61, 9th floor) Merkez Mh Akar Cd No3, Sisli, Istanbul, Turkey 34382. e-mail: editor@edupij.com; Web site: http://www.edupij.com/
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  Data: <searchLink fieldCode="DE" term="%22Correctional+Education%22">Correctional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Teachers%22">Mathematics Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Bilingual+Education%22">Bilingual Education</searchLink><br /><searchLink fieldCode="DE" term="%22Code+Switching+%28Language%29%22">Code Switching (Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: 2147-0901<br />2564-8020
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background/purpose: Despite the findings on the value of using multilingual pedagogies, the role of translingual instruction in adult correctional centre mathematics classrooms remains unrecognised. In this paper, we present an empirical analysis of the dispositions of correctional centre mathematics educationists towards translingual instruction. Materials/methods: Scaccia's (2014) Readiness Theory served as a lens for the study. The study was framed within the QUANT-QUAL explanatory sequential research design. We utilised both qualitative and quantitative data drawn from questionnaires and semi-structured interviews. Qualitative data were analysed thematically. SPSS was used to analyse quantitative data using a t-test to assess the mean difference between negative and positive questionnaires. Results: Quantitative findings showed that positive questionnaire scores were higher than negative questionnaire scores. To determine whether this difference was statistically significant, the t-value of 3,472 (which exceeds the critical value of 2,045) was used to conclude that educationists have positive dispositions towards translingual instruction. From the qualitative findings, three themes emerged: (i) educationists' synonymous conceptualization of translingual and code-switching instructional approaches; (ii) the translingual instructional approach as a resource for actualizing concept--based curriculum; and (iii) educationists' perception of translingual strategies as scaffolds for decolonizing offender education. Based on the themes, we identified the misapprehension of differences between code-switching and translingual instruction. The themes further surfaced educationists' positive dispositions towards translingual instruction. Conclusion: We conclude by underscoring the critical role that fostering supportive educationists' dispositions to translingual instruction can play in improving adult offenders' mathematics performance. We subsequently recommend the need for the transfiguration of Languages of Learning and Teaching within adult offender mathematics classrooms, thus challenging the adult education policy framework to a deliberate multilingualism in adult mathematics learning situations.
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  Data: EJ1505216
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 21
    Subjects:
      – SubjectFull: Correctional Education
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Bilingual Education
        Type: general
      – SubjectFull: Code Switching (Language)
        Type: general
      – SubjectFull: Adult Education
        Type: general
      – SubjectFull: Multilingualism
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      – SubjectFull: Foreign Countries
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      – SubjectFull: South Africa
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    Titles:
      – TitleFull: An Empirical Analysis of Correctional Centre Mathematics Educationists' Disposition towards Translingual Instructions
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            NameFull: Nosihle Veronica Sithole
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              Y: 2026
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