The Interaction Between Literacy and Numeracy Development Under Mother-Tongue Instruction in Foundation Phase Schools

Mother-tongue instruction is widely recognized as a key factor in supporting early learning. However, limited attention has been given to how literacy and numeracy skills interact when learners are taught through their home language. This study investigates the relationship between literacy development and numeracy performance among Foundation Phase learners in mother-tongue instruction classrooms. Using a qualitative method, data were collected through classroom observations and semi-structured interviews with teachers. Data was collected from several Foundation Phase schools to ensure contextual diversity. Fifteen (15) teachers teaching Grades R to 3 were purposively selected across these schools to ensure variation in teaching experience, grade level, and school context. The findings reveal a strong interconnectedness between literacy proficiency and numeracy competence: learners with higher reading fluency, oral language skills, and vocabulary knowledge demonstrate improved understanding of mathematical concepts and better performance in word-based numeracy tasks. Teachers also report that mother-tongue instruction enhances conceptual clarity, facilitates accurate interpretation of mathematical language, and supports learners’ ability to reason, explain, and solve problems. However, challenges such as limited mother-tongue resources, inconsistent instructional strategies, and the linguistic complexity of mathematics hinder the full integration of literacy and numeracy. Based on these findings, the study recommends sustained implementation of mother-tongue instruction in the Foundation Phase, targeted professional development for teachers on integrating literacy and numeracy instruction, and the development of contextually relevant teaching and learning materials in indigenous languages. The study concludes that strengthening mother-tongue literacy is essential to supporting early numeracy development and recommends more integrated pedagogical approaches, improved teacher training, and increased provision of mother-tongue learning materials.