In South Africa, most learners use mother tongue which is different with the language of learning and teaching which is English. Hence, these learners encounter difficulties in their learning environment. Learners in the Vhembe West District are receiving their physical sciences (PS) education through English medium of instruction even though it is not their mother tongue. The general failure to understand language of science in South Africa is a cause of concern in the teaching and learning. The reason for such situation is failure to understand English as medium of instruction. This research investigated how the use of developed Tshivenḓa physical sciences scientific register (TPSSR) will shape interaction and discourse in PS classroom. Classroom Language Investigative Framework (CLIF) was employed as a conceptual framework for the study. The study employed qualitative interpretative multiple case study design. Three teachers, fourteen parents (School Governing Body) and sixty-five learners from three schools of Vhuronga 2 Circuit in Vhembe West District participated. The following research questions were explored: What are the challenges and opportunities in the development of TPSSR for teaching and learning of PS? What are the challenges and opportunities in the use of the TPSSR for the teaching and learning of PS? How does the use of TPSSR in the teaching and learning of PS influence interaction and discourse? What are the views and perceptions of PS teachers, parents, and learners towards the use of the Tshivenḓa scientific register for PS? Observations, interviews, and diary have been used for data collection. The data revealed that there are insufficient scientific terms in Tshivenḓa. Hence, teachers fail to find some of sciences equivalent words in Tshivenḓa during their classroom practices and end up adopting those words such as aisi (ice), saintsi (science), etc. However, the use of the developed Tshivenḓa physical sciences scientific register (TPSSR) for PS has shown that it can shape classroom interactions and discourses which is significant for meaningful learning which leads to better achievement in the subject. This study, therefore, recommends the development and application of TPSSR for PS focusing on other science topics. Hence, PS teachers need to be developed, trained, and equipped with the necessary language skills so that it can be possible for them to develop Tshivenḓa scientific language registers on other science topics.
Vadyondzhi votala va Afrika Dzonga va na ririmi ra le kaya leri hambaneke na ririmi ro dyondza na ku dyondzisa. Hikwalaho, vadyondzi lava va hlangana na swiphiqo eka ndhawu ya vona yo dyondza. Vadyondzi eka Vhembe West District va le ku kumeni ka dyondzo ya vona ya sayense ya swilo leswi vonakaka hi ku tirhisa Xinghezi medium of instruction hambi leswi ku ngariki ririmi ravona ra manana. Ku tsandzeka hi ku angarhela ku twisisa ririmi ra sayense eAfrika-Dzonga i xivangelo xa ku vilela eka ku dyondzisa na ku dyondza. Xivangelo xa xiyimo xo tano i ku tsandzeka ku twisisa Xinghezi tanihi xitirhisiwa xo dyondzisa. Ndzavisiso lowu wu lavisisile hilaha ku tirhisiwa ka rhijisitara ra sayense ya tshivenda ya sayense ya swilo leswi vonakaka leyi tumbuluxiweke swi nga ta vumba ku tirhisana na mbulavulo hakona etlilasini ya sayense ya swilo leswi vonakaka. Rimba ra ndzavisiso wa ririmi ra tlilasi ri tirhisiwile tanihi rimba ra miehleketo ya dyondzo. Dyondzo yi tirhisile qualitative interpretative multiple case study design. Vadyondzisi vanharhu, kume mune wa vatswari na makume ntsevu ntlhanu wa vadyondzi ku suka eka swikolo swinharhu swa vhuronga swifundzha swimbirhi eka Xifundzha xa Vhembe va nghenelerile. Ku tirhisiwile swivetiso swa ndzavisiso leswi landzelaka: Hi yihi mintlhontlho na minkarhi eka nhluvukiso wa rhijisitara ra sayense ya tshivenda yo dyondzisa na ku dyondza sayense ya swilo leswi vonakaka? Hi yihi mintlhontlho na minkarhi yo tirhisa rhijisitara ra sayense ya tshivenda yo dyondzisa na ku dyondza ti rhijisitara ra sayense ya tshivenda? Xana ku tirhisiwa ka rhijisitara ra sayense ya tshivenda eka ku dyondzisa na ku dyondza sayense ya swilo leswi vonakaka swi khumba njhani ku tirhisana na mbulavulo? Hi wahi mavonelo na mavonelo ya vadyondzisi va sayense ya nyama, vatswari, na vadyondzi eka matirhiselo ya rhijisitara ra sayense ya tshivenda sayense ya swilo leswi vonakaka? Swibumabumelo,mimbulavurisano na dayari swi tirhisiwile ku hlengeleta datha. Dyondzo yi paluxe leswaku a ku na marito ya sayense lama eneleke eka tshivenda. Hikokwalaho, vadyondzisi va tsandzeka ku kuma marito man'wana lama ringanaka na sayense eka tshivenda hi nkarhi wa maendlelo ya vona ya tlilasi ivi va hetelela va amukela marito wolawo yo fana na aisi (ice), saintsi (science), etc. Hambiswiritano, ku tirhisiwa ka rhijisitara ra sayense ra tshivenda ra sayense ya swilo leswi vonakaka leyi tumbuluxiweke eka sayense ya swilo swa nyama swi kombisile leswaku ri nga vumba vuhlanganisi bya tlilasi na tinkulumo leswi nga swa nkoka eka dyondzo leyi nga na nhlamuselo leswi yisaka eka ku humelela ko antswa eka dyondzo. Dyondzo leyi hikokwalaho,yi ringanyeta nhluvukiso na ku tirhisiwa ka rhijisitara ra ririmi ra sayense ra tshivenda eka rhijisitara ra sayense ya tshivenda ya sayense ya swilo leswi vonakaka hi ku kongomisa eka nhlokomhaka yin'wana ya sayense. Hikokwalaho, vadyondzisi va sayense ya miri va lava ku hluvukisiwa,ku leteriwa, no hlomisiwa hi vuswikoti bya ririmi lebyi lavekaka leswaku swi ta koteka leswaku va hluvukisa tirhejisitara ta tindzimi ta sayense ta tshivenda eka tinhlokomhaka tin'wana ta sayense.
Vhagudiswa vhanzhi vha Afrika Tshipembe luambo lwavho lwa damuni lo fhambana na luambo lune lwa shumisiwa kha u guda na u funza zwikoloni lune lwa vha luisimane . Zwino havha vhagudiswa vha ṱangana na vhuleme musi vha khou funziwa nga ngomu kiḽasini. Vhagudiswa vha Vhembe West District vha khou wana pfunzo yavho ya saintsi ya zwithu zwine zwa vhonala hu tshi khou shumisiwa Luisimane naho lu si lone luambo lwavho lwa ḓamuni. U balelwa u pfesesa luambo lwa saintsi Afrika Tshipembe zwiḓisa mbilaelo kha u funza na u guda. Nyimele heyi i khou vhangiwa nga u kundelwa u pfesesa Luisimane sa lone luambo luno shumisiwa kha u funza na u guda zwikoloni. Ṱhoḓisiso heyi i khou toda u wanulusisa uri u shumisiwa ha rigisiṱara ya saintsi ya Tshivenḓa ya zwithu zwine zwa vhonala yo vhumbiwaho inga thusa hani kha vhushaka na nyambedzano dzine dza itea nga ngomu kilasini. Classroom Language Investigative Framework (CLIF) yo shumisiwa sa conceptual framework kha thodisiso heyi ya pfunzo. Thodisiso heyi yo shumisa qualitative interpretative multiple case study design. Vhadededzi vhararu, vhabebi vha fumi na vhana (SGB) na vhagudiswa vha fumi rathi na nthanu vha zwikolo zwa liisela la Vhuronga ya vhuvhili Vhembe West District vhodzhenelela. Mbudziso dzo shumisiwaho kha thodisiso ndi dzi tevhelaho: ndi vhukondi na mbuelo kana zwivhuya zwifhio zwovhaho hone khau vhumbiwaho ha rigisitara ya saintsi ya tshivenda ya zwithu zwine zwa vhonala khau funza na u guda saintsi ya zwithu zwine zwa vhonala? ndi vhukondi na mbuelo kana zwivhuya zwifhio khau shumisiwa ha rigisitara ya saintsi ya tshivenda ya zwithu zwine zwa vhonala khau funza na u guda saintsi ya zwithu zwine zwa vhonala? U shumisiwa ha rigisitara ya saintsi ya tshivenda ya zwithu zwine zwa vhonala khau funza na u guda saintsi ya zwithu zwine zwa vhonala zwo kwama hani vhushaka na nyambedzano dzine dzavha dzi khou itea nga ngomu kilasini ya saintsi ya zwithu zwine zwa vhonala? Mihumbulo na kuvhonele kwa vhadededzi vha saintsi ya zwithu zwine zwa tou vhonala, vhabebi na vhagudiswa ndi kufhio kha u shumisiwa ha rigisitara ya tshivenda ya saintsi kha saintsi ya zwithu zwine zwa vhonala? Datha kana mafhungo a thodisiso ya hei pfunzo o waniwa ngau tou vhona mudededzi a khou funza, u ita dzi nyambedzano nau shumiya dayari. Thodisiso heyi yo wanulusisa uri huna manwe maipfi a saintsi ane haho nga tshivenda. Zwenezwo zwoita uri vhadededzi vha balelwe u wana manwe a maipfi a saintsi nga tshivenda musi vha khou funza vha vho fhedzisela vha khou pamba haneo a tshikhuwa nga tshivenda, sa tsumbo as aisi (ice), saintsi (science) na manwe. Naho zworalo, u shumisiwa ha rigisitara ya saintsi ya tshivenda ya saintsi ya zwithu zwine zwa vhonala yo vhumbiwaho yo sumbedzisa zwauri inga vhumba vhukonani kana vhushaka na nyambedzano dzavhudi nga ngomu kilasini zwine zwavha zwandeme khau livhisa u bvelela ha khwine kha thero yeneyo. Pfunzo heyi ndi henefho hune ya tama kana ya ombedzela u vhumbiwa na u shumisiwa ha rigisitara tya saintsi ya tshivenda ya saintsi ya zwithu zwine zwa vhonala yo sedzesa kha dzinwe thero dzire hone kha saintsi. Ndi henefho hune vhadededzi vha saintsi ya zwithu zwine zwa vhonala vhafanela u thusiwa, u pfumbudziwa na u newa zwothe zwoteaho uvha thusa kha u vha na vhukoni siani la luambo uri zwikonadzee khavho zwau vhumba rigisitara dza saintsi dza luambo lwa tshivenda kha dzinwe thero dza saintsi.
