The purpose of the study was to investigate learners’ perceptions of how the language of learning and teaching affects their understanding of concepts of Mathematical Literacy in different topics. A close-ended questionnaire was administered to a randomly selected sample of 28 Grade 12 learners. The questionnaire assessed learners’ perceptions of the factors affecting performance in Mathematics Literacy. The study adopted a quantitative approach and followed a descriptive research design. The results showed that 28 Grade 12 learners from two secondary schools participated in the study. The study found that about 39.3% of the learners indicated that to some extent they found ML an interesting subject. Overall, 46.4% of the learners had a positive attitude towards ML. 25% of the learners were of the view that they would never choose ML again but would go for mathematics. 50% indicated that the teachers had average knowledge while about 18% indicated that their teachers answered averagely. In terms of teaching style, teachers generally used active learning. It emerged that most ML teachers use a combination of English and the home language of learners when teaching ML. A reasonable number of the learners said the language used by the teacher had no effect on their learning of ML. 35.7% argued that if the local language was to be used in classes they would do better to a very large extent. A sizeable number of learners found ML passages used in questions very difficult to understand. 50% indicated that ML tests and assessments given were relatively difficult to cope with. The study recommends changes in the language policies to accommodate the use of translanguaging as it has been deemed to have a positive impact on learner understanding of what is taught.

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