South Africa’s classrooms are characterised by a wide variety of cultural and linguistic differences, providing teachers with
educational challenges, particularly in mathematics and science subjects. In response, various mobile learning systems have
been developed and piloted in the North West and Gauteng Provinces of South Africa. A framework has been proposed to
support the development of similar technologies to be used in multilingual contexts. This paper evaluates teachers’
perspectives on this framework using interviews with eight teachers from a mixture of urban and rural schools in various
locations across the two provinces. The results of the study reflect the important roles that language and culture play in the
technology needed to support learning in linguistically diverse schools. They highlight the challenges that teachers in
schools face in diversely linguistic classrooms and how technology can be used to enhance such classrooms.

doi: 10.15700/saje.v36n3a1274