Experiences of grade 6 educators in teaching natural science and technology through English in rekopantswe circuit

Abstract

The teaching of NS-TECH in English as a second language within the Rekopantswe Circuit of Bojanala District exposes the complexity between language competency and the comprehension of subject concepts, placing grade 6 educators’ experiences as important evidence of the challenges, shaping multilingual education in South Africa. This study explored the experiences of Grade 6 educators teaching Natural Sciences and Technology (NS-TECH) through English as a second language (ESL) in the Rekopantswe Circuit, located in the Bojanala District of the North-West province, South Africa. Guided by Vygotsky’s sociocultural theory, which emphasises the role of social interaction and cultural context in learning, the study investigated how language influences the teaching and learning of NS-TECH in multilingual environments. A qualitative research design was employed. Data were collected from four sampled primary schools through semi -structured interviews, classroom observations and document analysis involving eight Grade 6 NS-TECH educators. The findings reveal that educators frequently experience difficulties in ensuring learners’ understanding of scientific concepts due to limited English proficiency. According to Nomlala and Makena (2025), these challenges are intensified by the broader realities of rural schooling, including limited resources, inadequate infrastructure, overcrowded classrooms, and low levels of parental support. In many cases, parents’ low socio-economic status restricts their ability to provide reading materials or academic support at home. The study supports that language is an important factor in shaping NS-TECH learning, and that it is context sensitive, in which strategies are essential for promoting NS-TECH education in multilingual classrooms.