Teachers’ beliefs and practices when teaching life sciences using their second language

Motloung, Amos; Mavuru, Lydia; McNaught, Carmel

doi:10.15700/saje.v41ns1a2005

Cited by 6 publications

(6 citation statements)

References 26 publications

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“…Learners showed excitement at the prospect of being taught science in their home languages, which Prah (2003) p-ISSN: 2184-044X e-ISSN: 2184-1489ISBN: 978-989-35106-3-6 © 2023 pointed out as an important development since being taught in the mother tongue generally creates a more positive learning environment. Previous research also found that the use of English as a language of learning and teaching marginalises some English second language speaking learners (Motloung, Mavuru, & McNaught, 2021).…”

Section: Discussionmentioning

confidence: 94%

“…When they enter the science classroom, the content is delivered in English. The terminology and concepts in science can be difficult to conceptualise and science can essentially be considered as a language on its own (Motloung, Mavuru, & McNaught, 2021). Learners often utter statements such as 'English is not my mother tongue' and malapropism in their written work is noteworthy.…”

Section: Introductionmentioning

confidence: 99%

“…To achieve understanding, the utterances must be made on Education and New Developments 2023 shared ground and in a common language (Yore & Treagust, 2006). In a way the use of English as a LoLT, marginalises some English second language speaking learners (Motloung et al, 2021). The authors of the current paper argue that both English language and scientific language create a learning barrier for the learners whose home languages are different from English, the LoLT.Consequently, the current study sought to determine multilingual learners' perceptions of the role of English language and scientific language in their learning of Natural Sciences.…”

Section: Introductionmentioning

confidence: 99%

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Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2023), organized by the World Institute for Advanced Research and Science (WIARS).Education is a fundamental right that accompanies us from the very beginning of our lives. It encompasses every experience we encounter, influencing and shaping our thoughts, emotions, and actions. Whether we engage in formal education within classrooms or learn from the world around us, the process of acquiring knowledge plays a vital role in our personal growth and development. It equips us with the tools to navigate the complexities of life, broadens our perspectives, and empowers us to make informed decisions. This International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. Our goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues.We have brought together a diverse group of individuals with various backgrounds to contribute their unique perspectives and knowledge on Education. By including people from different nationalities and cultures, we aim to create a rich plethora of experiences that can broaden our understanding of human nature and behavior. The exchange of ideas and experiences among our participants helps to cultivate personal and academic development, providing a platform for the exploration of new insights and discoveries.END 2023 received 758 submissions, from more than 45 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 279 submissions (37% acceptance rate).

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Education and New Developments 2023 – Volume 1

2023

Education and New Developments

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“…The language barrier will be less of an issue as a result, and their engagement and performance in the subject will both increase. Since they will not learn the language, they will only learn concepts of natural science Motloung et al (2021), political commentators like Dr. Somadoda Fikeni, traditionalists like Zolani Mkiva, and historian and cultural analyst Professor Pitika Ntuli, who affirms that learning in the mother tongue should improve learner performance, all support the claims made by these individuals.…”

Section: Conclusion and Recommendationsmentioning

confidence: 93%

The influence of natural science scientific register in isiNdebele on classroom practices

Ntuli

2024

EURASIA J Math Sci Tech Ed

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This study is an interpretive qualitative case study. Its goal was to look at the influence of natural science scientific register in isiNdebele on classroom practices. The study was conducted in some schools of the Siyabuswa 2 circuit in the Mpumalanga Province. The stakeholders’ (teachers, learners, and parents) information was gathered through interviews and observations. Data gathered from interviews and observations were analyzed using content analysis. Interviews and observations that were recorded on audio were examined by playing them back numerous times after being transcribed into a word document. The findings demonstrated that the usage of indigenous languages favorably influences learner interactions and discourses in the classroom. This is because there was the most interaction in the classroom when learners were taught natural sciences using isiNdebele register. As opposed to when they taught using the English register, where they were mostly passive. This emphasizes the requirement for the creation of scientific registers in native languages. Consequently, it is advised that indigenous languages’ scientific language registers be incorporated into education and learning as they positively influence interactions and discourses, which yield to meaningful learning and better performance.

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“…To achieve understanding, the utterances must be made on https://doi.org/10.36315/2023v1end117 Education and New Developments 2023 shared ground and in a common language (Yore & Treagust, 2006). In a way the use of English as a LoLT, marginalises some English second language speaking learners (Motloung et al, 2021). The authors of the current paper argue that both English language and scientific language create a learning barrier for the learners whose home languages are different from English, the LoLT.Consequently, the current study sought to determine multilingual learners' perceptions of the role of English language and scientific language in their learning of Natural Sciences.…”

Section: Introductionmentioning

confidence: 99%

Multilingual Learners’ Perceptions of the Role of English and Scientific Language on Natural Sciences Learning

2023

Education and New Developments

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South Africa has eleven official languages, and yet only two languages, English and Afrikaans are the Languages of Learning and Teaching (LoLT) in schools. Language is important in shaping the learning and teaching environment in a classroom. Teaching Natural Sciences in English in a multilingual classroom can be challenging when learners are not proficient in the language of LoLT. That complexity is exacerbated by the nature of scientific language which is designed and considered to be academic concise, precise, and authoritative, making scientific concepts inaccessible to most learners. This is an unfortunate situation because in science classrooms, learners are expected to read, comprehend, write, articulate, and use English and subject-specific terminologies. The authors of the current paper argue that both English language and scientific language create a learning barrier for the learners whose home languages are different from English, the LoLT. It is against this background that the current study being reported herein sought to determine multilingual learners' perceptions of the role of English language and scientific language in their learning of Natural Sciences. In a qualitative research design two grade 8 and 9 Natural Sciences classes and their teachers were selected from two high schools in township areas using purposive sampling technique. Data collection involved focus group interviews with learners and individual interviews with the teachers. Each teacher was observed once whilst teaching Natural Sciences to grade 8 or grade 9 classes. The qualitative data collected was subjected to content analysis and two main themes were obtained: 1. Learners' perceptions that English language and scientific language limit their understanding of scientific concepts; and 2. Teachers' assistance in mitigating challenges imposed by English language and scientific language experienced by English-second-language speakers. Learners from the two schools indicated that both English language which is their second or third language and scientific language imposed many challenges in their learning of Natural Sciences. These challenges included failure to read, write and understand Natural Sciences content. Those learners showed excitement at the prospect of learning science in their home languages as they were not comfortable with being taught in English. Teachers used code switching and hands on activities to mitigate language challenges in their classrooms. The study findings thus have implications for both curriculum policy implementation and continued teacher professional development.

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Teachers’ beliefs and practices when teaching life sciences using their second language

Cited by 6 publications

References 26 publications

Education and New Developments 2023 – Volume 1

Education and New Developments 2023 – Volume 1

The influence of natural science scientific register in isiNdebele on classroom practices

Multilingual Learners’ Perceptions of the Role of English and Scientific Language on Natural Sciences Learning

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