ABSTRACT The study sought to investigate the role played by language in the academic performance of science students at a high school in the Free State province, South Africa who are taught through a language different from their mother tongue. The paper reports on the decisive mantle language plays in the comprehension and subsequent scholastic performance of these Chemistry students. The study adopted a mixed method research design in which the participants were randomly assigned to either the control or experimental group using Research Randomizer. Participants in the experimental group were bestowed intervention in form of lessons and learning materials in their mother tongue. Responses were drawn from a sample of 30 tenth grade students on the role language plays in the tutelage of tenth-grade Chemistry. Data was gathered from three tests written by the participants as well as from interview responses. A paired t-test disclosed a statistically significant difference in the academic achievement of the two research groups in the posttest. The upshot affirms that the employed paradigm shift, where languages of input and output were deliberately interchanged, proved to be an indispensable instructional approach as these Chemistry students were accorded the opportunity to learn in their home language. The present research findings are in line with previous research which affirms the use of students’ mother tongue as being a social practice that goes beyond the four walls of the classroom.

中文翻译：

---

跨语言作为南非化学课堂干预策略的效果

摘要 本研究旨在调查语言对南非自由州省一所高中理科学生学业成绩的影响，这些学生通过不同于母语的语言进行教学。该论文报告了这些化学学生在理解和随后的学业表现中的决定性地幔语言发挥作用。该研究采用混合方法研究设计，其中使用研究随机化器将参与者随机分配到对照组或实验组。实验组的参与者以母语的课程和学习材料的形式进行干预。从 30 名十年级学生的样本中抽取了关于语言在十年级化学指导中所扮演的角色的回答。数据是从参与者编写的三项测试以及采访回复中收集的。配对 t 检验揭示了两个研究小组在后测中的学业成就存在统计学上的显着差异。结果证实了所采用的范式转变，其中输入和输出的语言被故意互换，被证明是一种不可或缺的教学方法，因为这些化学专业的学生有机会用他们的母语学习。目前的研究结果与之前的研究一致，该研究肯定学生使用母语是一种超越课堂四堵墙的社会实践。配对 t 检验揭示了两个研究小组在后测中的学业成就存在统计学上的显着差异。结果证实了所采用的范式转变，其中输入和输出的语言被故意互换，被证明是一种不可或缺的教学方法，因为这些化学专业的学生有机会用他们的母语学习。目前的研究结果与之前的研究一致，之前的研究肯定学生母语的使用是一种超越课堂四堵墙的社会实践。配对 t 检验揭示了两个研究小组在后测中的学业成就存在统计学上的显着差异。结果证实了所采用的范式转变，其中输入和输出的语言被故意互换，被证明是一种不可或缺的教学方法，因为这些化学专业的学生有机会用他们的母语学习。目前的研究结果与之前的研究一致，该研究肯定学生使用母语是一种超越课堂四堵墙的社会实践。事实证明，这是一种不可或缺的教学方法，因为这些化学专业的学生有机会用他们的母语学习。目前的研究结果与之前的研究一致，该研究肯定学生使用母语是一种超越课堂四堵墙的社会实践。事实证明，这是一种不可或缺的教学方法，因为这些化学专业的学生有机会用他们的母语学习。目前的研究结果与之前的研究一致，该研究肯定学生使用母语是一种超越课堂四堵墙的社会实践。