Language, Literacy and Science Learning for English Language Learners: Teacher Meta Talk Vignettes from a South African Science Classroom

Abstract

There is considerable research on the role of language in science teaching and learning from contexts in which non-native speakers of English are taught science by teachers who are either native speakers of or are proficient in English as the language of learning and teaching (LOLT). In many South African classrooms, students who are non-native speakers of English are taught in English, by teachers who are also non-native speakers. Furthermore, many students and teachers in these classrooms speak more than one local language, such that English is their third or subsequent language. Thus, most South African students are English additional language learners (EALs) as opposed to being English second language learners (ESLs). Many South African classrooms are therefore multilingual by nature. Yet, very little is known about the pedagogic demands of teaching science to EALs. Research on EALs experiences in science lessons in the South African context has potential not only to contribute to the broader literature on EAL teaching but also to inform teacher education on how to prepare teachers for these environments. Meta talk is one of the teaching strategies that may help facilitate EALs involvement in the lesson as well as promote deep engagement with content. The chapter discusses some vignettes from whole class discussions observed in a multilingual science classroom showing how one South African teacher uses meta talk to get his learners to engage with science concepts.

Content Subject Teachers’ Views of Implementing the English Across the Curriculum (EAC) Approach: A Study of Some South African High Schools

“…To date, very few studies in South Africa have explored the way in which content teachers implement EAC. Current studies in EAC in the South African context have focused mainly on science and mathematics teaching, such as Msimanga et al (2017), Msimanga and Erduran (2018), and Setati (2001). There is, however, an expanse of research output that focuses on mother tongue instruction (Heugh, 2009;Mathole, 2016) and translanguaging practices (Makalela, 2015;Probyn, 2019), which although related to EAC do not emphasise this approach.…”

“…Their findings highlight that both the primary and high school teachers in their study incorporated oral and reading skills in content learning but viewed the teaching of writing as the responsibility of the English language teacher. Focusing on high school teachers, Msimanga and Erduran (2018) stated that EAC requires content subject teachers to have a deeper understand of language skills that most do not have. The implementation of the EAC approach in South Africa, whether in initial teacher education preparation or in classroom practice, is an approach that is unfamiliar to most teachers (Uys et al, 2007).…”

Learning Chemistry in English: The Relationship between Language Skills and Learning Outcomes

“…However, good English mastery does not necessarily give good results in understanding the concept of chemistry and vice versa. The language used in science is usually different from everyday languages (Msimanga & Erduran, 2018). For example, in chemistry, 'solution' means larutan (in Bahasa Indonesia), while in a daily conversation, the solution could mean the answer to a problem.…”