Writing in Science Classrooms: Some Case Studies in South African and Swedish Second-language Classrooms

Abstract

Problems of poor performance in science and mathematics education have been related to language deficiencies, including writing skills. Writing to learn science is an important skill but is not easy to acquire, especially when children learn in a second language. In order to investigate possibilities for developing writing in South African and Swedish science classrooms a multiple case study design was employed using classroom observations, teacher interviews and samples of learners work produced in science second-language classrooms in both countries over a period of 6 months. The research questions were 'what text types do learners in a grade 6 Science classroom produce, and how are they assisted to produce such text types?' Four major themes emerged, namely, the use of pre-determined text types; evidence of a spoken text-type discourse; teachers' lack of knowledge about text types; and lack of support in assisting learners in producing written text. These themes have implications in terms of understanding the current situation and providing a point of departure for assisting teachers and children to develop the skill of writing to learn science, an implicit aim of the curricula in both countries.

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

“…However, there were a few papers that reported research that attempted to combine ESLs development of academic literacy with specific disciplinary literacy. The former group looked at systematic or planned code switching or the use of multiple modes of language development such as writing, reading or talking and listening skills in order to facilitate access to science in the English language (Rutherford & Nkopodi, 1990;Clerghorn & Rollnick, 2002;Inglis, Kirkwood, Downs, & Parkinson, 2007;Webb, 2009;Mayaba, Otterup & Webb, 2013;Linder, Airey, Mayaba & Webb, 2014). The latter group of studies includes those that borrow theoretically and/or methodologically from research in language education to inform ESLs development of scientific literacy and those that advocate the use of international models like CLIL, the Content and Language Integrated Learning model.…”

“…In a subsequent study Mayaba, Otterup and Webb (2013) compared literacy development for ESLs in the Eastern Cape and in Swedish classrooms through the medium of writing. The main thrust of the study was that writing is an important skill in learning science but that it is not easy for children who learn in a second language to acquire the skill.…”

“…The Mayaba et al (2013) study raises a key question about what research findings suggest for teacher education. For teachers working with ESLs the task would involve helping learners transition from oral engagement, whether in English or in the HLs to writing in the English language.…”

Incorporating Stimulating Quick-Write Prompts Within a Secondary Science Classroom: A Case Study in Lesotho

“…Problems of poor achievement in math and the sciences among students who learn by using their second language versus their native tongue has been directly correlated with deficiencies in English writing skills (Mayaba, Otterup, and Webb, 2013). Hence, such students have a hard time properly acquiring clearer writing skills (ibid.).…”

“…Problems of poor achievement in the math and sciences among students that learn by using their second language versus their native tongue(s) has been directly correlated with deficiencies in English writing skills, thus not easily allowing for needed writing skills to be properly acquired (Mayaba, Otterup, and Webb, 2013). Nevertheless, Basotho children normally and understandably lack self-confidence in their abilities with the English language thus in science as well.…”