A Systemic Functional Linguistic Analysis of the Utterances of Three South African Physical Sciences Teachers

Jawahar, Kavish; Dempster, Edith R.

doi:10.1080/09500693.2013.785640

Cited by 3 publications

(1 citation statement)

References 27 publications

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“…An example of research reporting the role of language both in social interaction and for cognitive engagement is a study on teacher communicative practices in ESL classrooms. The study by Jawahar andDempster (2013, p. 1425), looked at both "the sociocultural view of science as a language" and "some quantitative language features …. to analyse the utterances of three South African Physical Sciences teachers".…”

Section: Research On the Mobilisation Of Language For Cognitive Engag...mentioning

confidence: 99%

The Pedagogical Role of Language in Science Teaching and Learning in South Africa: A Review of Research 1990–2015

Msimanga

Denley

Gumede³

2017

African Journal of Research in Mathematics, Science and Technol

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One of the objectives of the South African science curriculum is to provide equal access to science for students from all backgrounds. However, this goal remains elusive as many students, particularly those from low socio-economic backgrounds continue to perform poorly in science. One of the reasons for the persistent differential achievement in science is language. Yet, the latest review of research in science education in South Africa conducted in 2009 identified only five papers focusing on language in science in the key journals reviewed. This paper presents a review of literature on language in science, with specific focus on research on the pedagogical functions of language in South African science classrooms in the past three decades. We extended the scope of the review by looking beyond the key journals considered in the 2009 review to include any other journal publications on language in science. Analysis of the research itself suggests that earlier studies focused on ways to resolve a perceived language crisis in ESLs classrooms. There is a shift in focus with more recent research exploring the mobilisation of the linguistic resources of the classroom for learner conceptual engagement. We discuss these emerging trends.

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Section: Research On the Mobilisation Of Language For Cognitive Engag...mentioning

confidence: 99%

The Pedagogical Role of Language in Science Teaching and Learning in South Africa: A Review of Research 1990–2015

Msimanga

Denley

Gumede³

2017

African Journal of Research in Mathematics, Science and Technol

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Linking pre-service teachers’ enacted topic specific pedagogical content knowledge to learner achievement in organic chemistry

Akinyemi

Mavhunga

2021

Chem. Educ. Res. Pract.

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This paper reports on the relationship between the pre-service teachers’ enacted Topic Specific Pedagogical Content Knowledge (eTSPCK) observable in the classroom teaching of Organic Chemistry and learner achievement in the topic. The study employed a mixed-methods research design with a sample of 17 pre-service teachers (PSTs). The PSTs were drawn from a Chemistry methodology class exposed to an intervention which focused on the pedagogical transformation of content knowledge of Organic Chemistry at a South African University. A sub-set of 4 of the PSTs was followed during a teaching practicum where the PSTs conducted lessons on Organic Chemistry with 88 Grade 12 Secondary School physical sciences learners in South Africa. Data collected were the video-recordings of the 4 PSTs’ classroom teachings, lesson plans, pre-and post-lesson interviews, and learners’ content knowledge pre-and post-achievement tests on Organic Chemistry prior to and immediately after the PSTs’ teachings, respectively. The video recorded lessons were analysed using an in-depth qualitative method of identifying TSPCK episodes and the interviews were analysed using content analysis. The learners’ achievement tests were scored using a memorandum of correct responses. The Rasch Model Analysis, Analysis of Covariance and Correlation analysis were employed in determining the relationship between PSTs’ eTSPCK and learner achievement. The analysis revealed a statistically significant difference across the means of the learners’ pre/post-tests, as well as a significant positive correlation between pre-service teachers’ eTSPCK and learners’ post-test achievement following the teaching. The correlation was found to increase in positive strength with the displayed higher quality categories of TSPCK episodes. The implications and recommendations for science teacher education are discussed.

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Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

Henrichs

Leseman

2014

International Journal of Science Education

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A Systemic Functional Linguistic Analysis of the Utterances of Three South African Physical Sciences Teachers

Cited by 3 publications

References 27 publications

The Pedagogical Role of Language in Science Teaching and Learning in South Africa: A Review of Research 1990–2015

The Pedagogical Role of Language in Science Teaching and Learning in South Africa: A Review of Research 1990–2015

Linking pre-service teachers’ enacted topic specific pedagogical content knowledge to learner achievement in organic chemistry

Early Science Instruction and Academic Language Development Can Go Hand in Hand. The Promising Effects of a Low-Intensity Teacher-Focused Intervention

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