Bridging Language Challenges in Technology Teacher Education

Technology teacher preparation is continuously evolving to stay relevant and responsive to the educational context of students and to bridge the theory–practice divide. The (multi-)language barrier significantly contributes to the theory–practice divide in South African schooling. This article reports one adaptation that was implemented to provide more inclusive and equitable education for Technology education student teachers in their preparation for bridging the barriers experienced in multilingual contexts in South African classrooms. Subject-specific terminology lists were introduced as part of their teacher preparation programme to support multilingualism and inclusivity. The impact of multilingual tables on student teachers’ learning outcomes was not measured in the current investigation, as it was not mandatory for students to use them. The objective of the constructivist research was to explore how Technology student teachers and Technology lecturers viewed, used, and experienced this novel tool. A larger, exploratory multi-method qualitative study was implemented, but the current article only reports findings from the data collected using open-ended questionnaires (students) and reflective journals (of lecturers). The findings indicate that the multilingual approaches supported students’ understanding and collaboration, yet many students still prefer English for learning and teaching. Additionally, the study highlights the vital role of vocabulary in students’ understanding of the module, subject field, and lecturers’ explanations. Technology lecturers reported that the terminology lists contributed to enhancing inclusivity. Further research on scaffolds to support inclusive and equitable teaching–learning in Technology teacher preparation programmes, with the goal of informing education policy and practice, is needed.