The Influence of Sepedi Scientific Language Register on Classroom Interaction and Discourse

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However, the use of indigenous language in STEM (Science, Technology, Engineering, and Mathematics) is still debated. Nevertheless, the use of indigenous languages in mathematics and science is gaining increasing interest, with initiatives like Mother Tongue based Bilingual Education (MTbBE) requiring learning resources in various languages. In addition, the effectiveness of such resources needs to be investigated to understand how they are received by the target community. Method This qualitative research used a case study approach to investigate the influence of a Scientific Language Register written in Sepedi on classroom interaction and discourse. This study included three schools in the Seotlong Circuit, and each school was treated as a case study. Each case consisted of one Sepedi-speaking Natural Sciences and Technology (NST) teacher and one Intermediate Phase classroom of Sepedi-speaking learners. Data from these participants were collected using lesson observations and diary entries. Inductive Content Analysis was used to analyse the data. Results The Sepedi Scientific Language Register positively influenced classroom atmospheres, encouraging interactions and promoting enquire-based learning. This is important in science, which aims to promote inquiry-based learning. This emphasizes the importance of indigenous language learning materials in science. Conclusion The Sepedi Scientific Language Register bridges a gap between Language and Science, and promotes free interaction between learners and teachers. Therefore, it has been proven to be an effective learning resource for teaching science. Hence, this study recommends using the Sepedi Scientific Language Register as a learning tool for Natural Sciences Technology. 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F1000Research 2025, 14 :831 ( https://doi.org/10.12688/f1000research.164491.1 ) NOTE: If applicable, it is important to ensure the information in square brackets after the title is included in all citations of this article. Close Copy Citation Details Export Export Citation Sciwheel EndNote Ref. Manager Bibtex ProCite Sente EXPORT Select a format first Track Share ▬ ✚ Research Article The Influence of Sepedi Scientific Language Register on Classroom Interaction and Discourse [version 1; peer review: 1 approved] Lekgoro Beverly Maphefo https://orcid.org/0009-0004-4108-6020 1 , Mudau Awelani https://orcid.org/0000-0002-0827-5688 1 Lekgoro Beverly Maphefo https://orcid.org/0009-0004-4108-6020 1 , Mudau Awelani https://orcid.org/0000-0002-0827-5688 1 PUBLISHED 28 Aug 2025 Author details Author details 1 University of South Africa, Pretoria, Gauteng, South Africa Lekgoro Beverly Maphefo Roles: Conceptualization, Formal Analysis, Investigation, Methodology, Resources, Writing – Original Draft Preparation Mudau Awelani Roles: Supervision, Validation, Writing – Review & Editing OPEN PEER REVIEW DETAILS REVIEWER STATUS Abstract Abstract* Background The South African education system supports the use of previously marginalized indigenous languages as a sign of reform and ensures inclusivity and equitable access to education. However, the use of indigenous language in STEM (Science, Technology, Engineering, and Mathematics) is still debated. Nevertheless, the use of indigenous languages in mathematics and science is gaining increasing interest, with initiatives like Mother Tongue based Bilingual Education (MTbBE) requiring learning resources in various languages. In addition, the effectiveness of such resources needs to be investigated to understand how they are received by the target community. Method This qualitative research used a case study approach to investigate the influence of a Scientific Language Register written in Sepedi on classroom interaction and discourse. This study included three schools in the Seotlong Circuit, and each school was treated as a case study. Each case consisted of one Sepedi-speaking Natural Sciences and Technology (NST) teacher and one Intermediate Phase classroom of Sepedi-speaking learners. Data from these participants were collected using lesson observations and diary entries. Inductive Content Analysis was used to analyse the data. Results The Sepedi Scientific Language Register positively influenced classroom atmospheres, encouraging interactions and promoting enquire-based learning. This is important in science, which aims to promote inquiry-based learning. This emphasizes the importance of indigenous language learning materials in science. Conclusion The Sepedi Scientific Language Register bridges a gap between Language and Science, and promotes free interaction between learners and teachers. Therefore, it has been proven to be an effective learning resource for teaching science. Hence, this study recommends using the Sepedi Scientific Language Register as a learning tool for Natural Sciences Technology. READ ALL READ LESS Keywords Sepedi, Scientific language register, classroom interaction and discourse. Corresponding Author(s) Lekgoro Beverly Maphefo ( [email protected] ) Close Corresponding author: Lekgoro Beverly Maphefo Competing interests: No competing interests were disclosed. Grant information: The author(s) declared that no grants were involved in supporting this work. Copyright: © 2025 Beverly Maphefo L and Awelani M. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. How to cite: Beverly Maphefo L and Awelani M. The Influence of Sepedi Scientific Language Register on Classroom Interaction and Discourse [version 1; peer review: 1 approved] . F1000Research 2025, 14 :831 ( https://doi.org/10.12688/f1000research.164491.1 ) First published: 28 Aug 2025, 14 :831 ( https://doi.org/10.12688/f1000research.164491.1 ) Latest published: 28 Aug 2025, 14 :831 ( https://doi.org/10.12688/f1000research.164491.1 ) Introduction One of the 17 Sustainable Development Goals (SDGs), the fourth goal (SDG4), has equal access to inclusive and quality education 1 Most learners in South Africa have physical access to school. However, the notion of ‘equal access’ is challenged in terms of content delivery because of the unequal status of languages in education. South African schools use only two of the eleven officially recognized languages. The use of indigenous language for instructions is limited to foundation phase. 12 Therefore, beyond the foundation phase, Most African learners receive their education in English or Afrikaans which are not their home language. 11 Hence, these learners are struggling to comprehend the content delivered in these languages, especially in subjects like Natural Sciences and Technology (NST). Inability to understand the language used for teaching results in poor academic achievement. This is evident in grade four, the grade in which learners transition from home language instructions to English or Afrikaans. 14 The poor performance in this grade, termed “the fourth-grade slump,” 15 is linked to poor language proficiency. 10 Therefore, teachers usually employ verbal integration of home language in classrooms to clarify concepts and bridge the language gap, 13 in subjects that are supposed to be taught in English or Afrikaans as per policies. This practice emphasizes the importance of home language in the creation of meaningful learning as noted in. 5 Democratic government strives to end the language inequalities and promote language reform by encouraging the use of indigenous language. 18 The department of Education, although progressing slowly, support the use of indigenous language in Education. This is evident through the Language in Education Policy (LiEP) which gives the School Governing Body (SGB) authority to choose the language of teaching and learning. 6 The SGBs usually choose English or Afrikaans due to the availability of learning materials in these languages. 4 Lack of materials in indigenous languages limit the choice of language of instructions proposed by LiEP. 18 The recent effort that promotes indigenous languages is the proposed Mother Tongue based Bilingual Education (MTbBE) which encourages the use of indigenous language in mathematics and Science. The successful piloting of MTbBE in the Eastern Cape, inspired the proposed adoption of this program, starting with grade four in 2025. 7 This initiative requires the provision of learning materials in indigenous languages. Prior to their open use, the indigenous learning materials need to be checked for their effectiveness and user-friendliness when they are used in a classroom. The learning materials used, the teacher’s knowledge of the subject and instructional strategies affects learners’ understanding of the subject. Science requires instructional strategies that promote inquiry-based learning. 9 As a result, classroom talk is important in teaching and learning of NST. Hence, the current study investigates the influence of learning material written in Sepedi on the teaching and learning of NST. This study is guided by the question: How does the use of Sepedi Scientific Language Register in NST influence interaction and discourse? Methods Study design This study included three schools from Seotlong Circuit in Limpopo Province. Seotlong Circuit has a denser population of the Sepedi-speaking people, which makes it a suitable area for this study. The participants included a Sepedi speaking teacher, who is a qualified Natural Sciences and Technology teacher who has been teaching Natural Sciences and Technology for at least three years, and a classroom of the Sepedi-speaking Intermediate Phase learners. Data were collected in the schools. Data collection Data were collected through lesson observations. Prior to the lesson observation, the researcher obtained the written consent from the parents and/or guardians since the learners involved were minors. The lessons observed were conducted using the Sepedi Scientific Language Register. The researcher remained a complete observer, recording key points in a diary. This observation method allowed for a better understanding of subjects and interaction, as well as the ability to capture details that may be difficult to bring up in interviews or focus groups. 3 Observing three classes using the same register developed in Sepedi was a way of ensuring triangulation of data. Data processing The researcher took notes (diaries) during the classroom observation. The notes were verbatims or the exact words of the participants and were not corrected. The participants were allowed to go through the notes to ensure that it is their exact, untwisted words. The researcher used pseudonyms to ensure anonymity. Hard copies of the notes taken during class observations are stored in a locked cupboard/filling cabinet for research purposes. Data analysis Data from classroom observations were analysed using Inductive Content Analysis (ICA). ICA is utilized to comprehend the study’s topic or the participants’ thoughts, feelings, and behaviours. 2 It uses coding, which involves breaking up the material into digestible chunks and labelling certain textual parts in every transcript. 16 , 17 The researcher fragmented data and analysed each part to get an in-depth understanding of the nature of the classroom discourse. Ethical considerations In this study, the researcher followed these ethical guidelines by first obtaining permission from the relevant stakeholders. This included securing approval from university of South Africa. Participant provided written consent. Thus, they were provided with consent forms to sign, prior to data collection, to indicate their voluntary participation. The researcher obtained the written consent from the parents and/or guardians since the learners involved were minors. They were fully informed about the study’s details, assured that data would be used solely for research purposes, and made aware that participation was not mandatory. To maintain confidentiality, the researcher used pseudonyms to conceal the identities of participants and schools. The researcher also ensured that the study caused no harm or discrimination to participants. Data collection was scheduled outside school hours to minimize disruption to the regular functioning of the schools. Rigour The researcher allowed participants to review the data to confirm if it accurately reflects their perspectives, to ensure credibility. The participants reviewed the notes taken during the classroom observations. The researcher does not know the participants and acted as a complete observer during the observation phase. Gathering data from three schools ensures triangulation. The researcher refrained from influencing the data and reported only on the information gathered, without adding interpretations or details not directly from the field. Furthermore, the researcher provided a clear and comprehensive description of the research aspects, including data and methods, and the processes followed. Additionally, information-rich findings and conclusions were shared to aid in evaluating transferability. Results Since learning occurs on the social plane, 8 classroom interaction between a teacher and learners and between learners is vital. The aim of this study was to understand the nature of classroom communication when home language learning materials are used. The researcher observed a lesson conducted using the Sepedi Scientific Language Register, with the aim of examining the type of discourse and interaction between the teacher and learners. Case one: School one primary school Teacher one, a Natural sciences and Technology teacher, presented a lesson on the shape of the Earth, referred to as “Sebopego sa Lefase.” The lesson was delivered in Sepedi, both verbally and in writing, which differed from typical lessons where the use of Sepedi is generally limited to verbal communication. The lesson took the form of a dialogue from the start, with the teacher initiating the interaction by asking the learners questions that facilitated the exchange of ideas, as shown below: Teacher one: Today we are going to discuss the shape of the Earth. Do we agree? Learners: Yes Teacher one: What do you know about the Earth? Learner 1: It is where we are Learner 2: It is where we walk and live Teacher one: When you walk on the Earth surface, what do you walk on? Learner 3: We walk on top of the soil Teacher one: What else? Learner 4: On top of the rocks The above transcripts show that the teacher allows learners to participate and contribute to the lesson, an example of the interactive-dialogic approach. Additionally, the teacher does not correct the learners’ responses but instead asks further questions to encourage deeper thinking, reflecting an IRFRF pattern. The questions are posed as different ideas are explored, demonstrating high-level interanimation within the interactive-dialogic approach. The lesson continued as follows: Teacher one: According to people’s beleives, Earth is made from rock. Back in the days pople used to think that Earth is flat, like your table. What do you think was causing them to think that way? Learner 5: Because when we walk on Earth, it is flat Learner 6: Earth has moutains. Therefore, we cannot say it is flat The teacher provided information about the myths surrounding the shape of the Earth, integrating some of the responses previously raised by the learners. He then asked questions to encourage critical thinking and maintain learner engagement. The learners offered varying ideas, which sparked a debate, an element of dialogic discourse. By doing so, the teacher created a platform for learners to interact. The lesson continued as follows: Teacher one: Earth has parts that are flat like the playground here you are playing, it also has mountains. Hen we walk on the Earth surface, it looks flat. However, it is not true Scientists built things that can take them to the space so that they can see the Earth from above. That is where they saw that it is not flat. What do think the Earth is shaped like? Learner 7: I think the shape of the Earth is difficult to understand because it has moutains, valleys, and flat areas. This shape is dificult to understand, it is complicated Teacher one: When you are on Earth, you will explain the shape of the Earh they way you are seeing it. Scientists discovered that the Earth is shaped like a ball. When you look at the ball, what shape do you see? Learner 8: A ball is spherical Teacher one: So, what is the shape of the Earth? Learner 8: Earth is spherical In the above transcript, Teacher one introduced a new concept while keeping the learners engaged and allow them to build on their existing knowledge through questioning. The learners expressed their views, contributing to the discussion. The transcripts show that the learners engaged in discussions and exchanged ideas in a language they were comfortable with, which aligns with the principles of social constructivism (Saleem et al., 2021). They were encouraged to build from what they already knew. The transcripts also demonstrate meaningful communication, where ideas were contextualized, as well as real communication, in which ideas were shared (Rezaie & Lashkarian, 2015). Extended conversation and questioning are evident, guiding learners toward the correct answers rather than simply providing feedback or offering the correct answer. This reflects an IRFRF technique that invites further discussion (Chuzairy et al., 2019). Additionally, the teacher welcomed learners’ contributions, even when they were incorrect, exemplifying an interactive-dialogic approach. Case two: School two primary school Teacher two presented a lesson using the Sepedi Scientific Language Register to the Intermediate Phase learners. The lesson took an authoritative approach from the outset, with the teacher taking control of the lesson and serving as the main source of knowledge. The teacher first provided information to the learners and then asked questions to invite them into the discussion. This is demonstrated in the transcript below: Teacher two: My children, today we are going to learn about the shape of the Earth. We all know the Earth, right? Learners: Yes Teacher two: Yes, Earth is where we are living. When you are looking at the Earth and you look at the mountains, it looks like it is meeting with the sky. This made people to beleive that the Earth ends where it meets the sky. Do you think this is true? Learner 1: No. When you look at the Earth, it looks like it ends at the mountains. However, when you reach the muntains, the Earth continues again Teacher two: We all know what she is talking about, right? Learners: Yes Teacher two: So, what else can someone say? Learner 2: No Sometimes when you travel with a car, it looks like the Earth is ending in some distance in front of you The transcripts above show that learners were given the opportunity to share their thoughts, introducing an element of interaction. Additionally, the teacher evaluated and provided feedback on each learner’s response, as highlighted below. The lesson then proceeded as follows: Teacher two: Yes. Hills make it impossible for us to see other parts of the Earth. Does the Earth ends? Learners: No Teacher two: The Earth does not end. Is the Earth stationary? Learner 3: No. The Earth is moving? Teacher two: Yes. The Earth is moving. How does it move? Learner 4: It moves in rotation Teacher two: What can one say if he/she does not want to use rotation or circular motion? Learner 5: It is rolling Teacher two: Yes! The Earth is rolling The transcript above demonstrates that the teacher created a platform for learners to exchange ideas while guiding them toward the most relevant answer. The type of questioning steered learners towards a specific response, indicating an interactive-authoritative approach. Furthermore, the teacher provided feedback on the learners’ answers, reflecting an IRF pattern. The lesson then continued as follows: Teacher two: When you ear the word rolling, what does it tell you about the shape of the Earth? Or what do you think is the shape of the Earth? Learner 6: I think it is sphere Teacher two: Yes. The Earth is spherical. Do we agree? Learners: Yes Teacher two: An Earth is a spherical thing. What is another natural thing that is spherical? Learner 7: Sun Learner 8: Moon Teacher two: Yes. The Earth is rolling around the sun, which is also spherical. The moon is also rolling around the Earth. These things are spherical. These things in English are called the sun, moon and Earth. What is the Sun in Sepedi? Learners: Letšatši (Sun) Teacher two: and the Moon? Learners: Ngwedi (Moon) Teacher two: What about the Earth? Learners: Lefase (Earth) Teacher two: What is to revolve? Learner 9: go dikologa (to revolve) The above transcript primarily features short questions with brief, specific answers. Additionally, it includes evidence of Sepedi-English bilingualism, as the teacher asked learners to translate terminologies from English to Sepedi. Case three: School three primary school Teacher three presented a lesson using the Sepedi Scientific Language Register. The lesson took an interactive form from the start, with the teacher ensuring that learners were actively engaged. The teacher asked questions that prompted the exchange of ideas, demonstrating dialogic discourse. This is illustrated in the transcript below: Teacher three: Today we are going to talk about the shape of the Earth. Earth is where we are living. Right? Learners: Yes Teacher three: When you think about the Earth, do you think it has the edges? Does it have the ends? Learner 1: Yes. The Earth ends where there are clouds Learner 2: Yes. If you dig a big hole, you will find water. That is where the Earth ends The transcript above shows that different ideas are welcomed, providing evidence of an interactive-dialogic approach. Additionally, instead of simply providing answers, the teacher asks further questions, reflecting an IRFRF discourse pattern. This is illustrated below: Teacher three: I hear you. However, look at it this way: When you are on Earth, is there a point where you can say the Earth ends here? Learner 3: I think when you reach the ocean, you have reached the end of the Earth Learner 4: I do not agree because there are other countries across the ocean Teacher three: That is true We have other countries across the oceans. What does this tell you? Leaner 5: I think the Earth does not end. When you continue walking you find other countries The transcript above shows that the teacher encouraged learners to share their thoughts and make contributions, regardless of whether their responses were correct or incorrect. This reflects an interactive-dialogic discourse type. Furthermore, learners engaged in agreeing and disagreeing with one another, indicating that the teacher facilitated a platform for idea exchange and debate—key elements of dialogic discourse. The lesson continued as follows: Teacher three: Yes. the Earth does not have the ends. It rolls like a ball. Which shape rolls? Learner 6: Circle Learner 7: Sphere Teacher three: Yes! Earth has a spherical shape. It is spherical, it rolls around the sun. That is why we say Earth is one of the planets. We are going to talk about this in the next lesson. What is the shape of the Earth? Learners: Sphere The transcript above shows that the teacher continued to guide the learners toward the correct answer while keeping them engaged, which reflects an authoritative discourse style. However, the lesson was predominantly dialogic in nature. Discussion The use of the Sepedi Scientific Language Register for NST presented different classroom discourses. There two cases of dialogic discourse with IRFRF pattens and one case of authoritative discourse with IRF pattern. Table 1 provides a summary of the classroom discourse analysis for case three. Table 1. Summary of the classroom discourse analysis. Case 1: School one P.S Case 2: School two P.S Case 3: School three P.S Discourse type Dialogic Authoritative Dialogic Communicative approach Interactive-dialogic Interactive-authoritative Interactive-dialogic Discourse pattern IRFRF IRF IRFRF Regardless of the type of discourse, all the three cases, learners were actively engaged and free to communicate without language barrier. The use of learning materials written in Sepedi created a positive learning atmosphere were teacher and learners communicated meaningfully and understood each other. This indicates that the Sepedi Scientific Language Register had a positive influence on classroom communication. In addition, teachers acknowledge that learners understood the discussion. The only issue was familiarity with the teaching of NST in Sepedi. Despite their unfamiliarity, they engaged and expressed their thoughts. In one case, a teacher used English terminologies (Sun, moon and Earth) and the learners translated them to Sepedi to demonstrate their understanding of the terms in home language. Overall, the lessons were interactive. In conclusion, Sepedi register created a positive learning environment, allowing learners to express their views without language difficulties. Sepedi Scientific Language Register successfully facilitated NST learning and it is recommended as a useful tool for teaching and learning NST. Limitations This study focused on one Intermediate Phase classroom from three schools in the Seotlong Circuit. The participants were selected based on the criteria specified in the study design, ensuring that the results align with the study’s objectives. Therefore, the findings cannot be generalized. The results might not be broadly applicable; however, they could still be relevant in other educational contexts. Ethical considerations The study was approved by the University of South Africa ethics committee on the 12 th of October 2024 with reference number: 2024/10/12/000000218/05/RB. The author followed all the necessary ethical processes during the study. Data availability The original data presented in the study available under Classroom observation project in the FigShare database: https://doi.org/10.6084/m9.figshare.29877419 . 19 References 1. Chankseliani M, McCowan T: Higher education and the Sustainable Development Goals. High. Educ. Springer Science and Business Media B.V; 2021; 81 (1): 1–8. Publisher Full Text 2. Clarke V, Braun V: Thematic analysis. J. Posit. Psychol. 2017; 12 (3): 297–298. Publisher Full Text 3. DeJaeghere J, Morrow V, Richardson D, et al. : Guidance Note on Qualitative Research in Education: Considerations for Best Practice.2020. 4. 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Publisher Full Text Comments on this article Comments (0) Version 1 VERSION 1 PUBLISHED 28 Aug 2025 ADD YOUR COMMENT Comment Author details Author details 1 University of South Africa, Pretoria, Gauteng, South Africa Lekgoro Beverly Maphefo Roles: Conceptualization, Formal Analysis, Investigation, Methodology, Resources, Writing – Original Draft Preparation Mudau Awelani Roles: Supervision, Validation, Writing – Review & Editing Competing interests No competing interests were disclosed. Grant information The author(s) declared that no grants were involved in supporting this work. Article Versions (1) version 1 Published: 28 Aug 2025, 14:831 https://doi.org/10.12688/f1000research.164491.1 Copyright © 2025 Beverly Maphefo L and Awelani M. This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. 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Close Copy Citation Details Reviewer Report 16 Jan 2026 Lorena Córdova-Hernández , Universidad Autónoma Benito Juárez de Oaxaca, Oaxaca, Mexico Approved VIEWS 0 https://doi.org/10.5256/f1000research.181012.r444878 The paper describes an experience of inclusive and accessible education based on the use of indigenous languages in South Africa. However, the greatest contribution of the text is to observe how this type of education is developed in the STEM ... Continue reading READ ALL The paper describes an experience of inclusive and accessible education based on the use of indigenous languages in South Africa. However, the greatest contribution of the text is to observe how this type of education is developed in the STEM area. Globally, STEM is not considered in relation to cultural aspects, so the analysis presented is highly relevant. Furthermore, the paper has all the elements necessary for indexing: the objectives, the problem statement, the methodology, and the results are well connected. The conclusions are therefore accurate. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests: No competing interests were disclosed. Reviewer Expertise: Bilingual education, discourse analysis, language policies, etc. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. Close READ LESS CITE CITE HOW TO CITE THIS REPORT Córdova-Hernández L. Reviewer Report For: The Influence of Sepedi Scientific Language Register on Classroom Interaction and Discourse [version 1; peer review: 1 approved] . F1000Research 2025, 14 :831 ( https://doi.org/10.5256/f1000research.181012.r444878 ) The direct URL for this report is: https://f1000research.com/articles/14-831/v1#referee-response-444878 NOTE: it is important to ensure the information in square brackets after the title is included in all citations of this article. 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This is an open access peer review report distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. format_quote Cite this report speaker_notes Responses (0) Approved info_outline Alongside their report, reviewers assign a status to the article: Approved The paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved Fundamental flaws in the paper seriously undermine the findings and conclusions The paper describes an experience of inclusive and accessible education based on the use of indigenous languages in South Africa. However, the greatest contribution of the text is to observe how this type of education is developed in the STEM area. Globally, STEM is not considered in relation to cultural aspects, so the analysis presented is highly relevant. Furthermore, the paper has all the elements necessary for indexing: the objectives, the problem statement, the methodology, and the results are well connected. The conclusions are therefore accurate. Is the work clearly and accurately presented and does it cite the current literature? Yes Is the study design appropriate and is the work technically sound? Yes Are sufficient details of methods and analysis provided to allow replication by others? Yes If applicable, is the statistical analysis and its interpretation appropriate? Not applicable Are all the source data underlying the results available to ensure full reproducibility? Yes Are the conclusions drawn adequately supported by the results? Yes Competing Interests No competing interests were disclosed. Reviewer Expertise Bilingual education, discourse analysis, language policies, etc. I confirm that I have read this submission and believe that I have an appropriate level of expertise to confirm that it is of an acceptable scientific standard. reply Respond to this report Responses (0) Córdova-Hernández L. Peer Review Report For: The Influence of Sepedi Scientific Language Register on Classroom Interaction and Discourse [version 1; peer review: 1 approved] . F1000Research 2025, 14 :831 ( https://doi.org/10.5256/f1000research.181012.r444878) NOTE: it is important to ensure the information in square brackets after the title is included in this citation. The direct URL for this report is: https://f1000research.com/articles/14-831/v1#referee-response-444878 Alongside their report, reviewers assign a status to the article: Approved - the paper is scientifically sound in its current form and only minor, if any, improvements are suggested Approved with reservations - A number of small changes, sometimes more significant revisions are required to address specific details and improve the papers academic merit. Not approved - fundamental flaws in the paper seriously undermine the findings and conclusions Adjust parameters to alter display View on desktop for interactive features Includes Interactive Elements View on desktop for interactive features Competing Interests Policy Provide sufficient details of any financial or non-financial competing interests to enable users to assess whether your comments might lead a reasonable person to question your impartiality. 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