Language Affordances and Pedagogical Challenges in Multilingual Grade 9 Natural Sciences Classrooms in South Africa

Autor/inn/en	Mavuru, Lydia; Ramnarain, Umesh Dewnarain
Titel	Language Affordances and Pedagogical Challenges in Multilingual Grade 9 Natural Sciences Classrooms in South Africa
Quelle	In: International Journal of Science Education, 42 (2020) 14, S.2472-2492 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1655177
Schlagwörter	Affordances; Barriers; Multilingualism; Natural Sciences; Science Instruction; Grade 9; High School Students; Native Language; African Languages; English (Second Language); Language of Instruction; Code Switching (Language); Scientific Concepts; Concept Formation; Vocabulary Skills; Translation; Science Teachers; Foreign Countries; Disadvantaged Environment; South Africa (Johannesburg) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Naturwissenschaften; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Concept learning; Begriffsbildung; Aktiver Wortschatz; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Ausland
Abstract	This article draws from an exploratory study of science teachers' experiences when utilising learners' home languages in teaching grade 9 learners in three South African high schools. This research investigated teacher use of learners' home languages in science instruction, with a particular focus on the affordances and challenges of using learners' home languages. The analysis of data from 15 lesson observations and 15 post lesson teacher interviews yielded four main themes. Themes one and two highlighted the affordances of integrating learners' home language with the language of instruction. These two themes were that teachers drew on learners' home language as a tool in facilitating conceptual understanding, and that through code switching, learners acquired confidence to critically express their views on science issues. Collectively, the third and fourth themes revealed limitations in this practice as teachers experienced pedagogical difficulties when invoking learners' home languages in science instruction. The third theme revealed that teachers had limited vocabulary of African language for scientific concepts, and this limited translation between English and learners' vernacular language. The fourth theme highlighted that learners who were accustomed to learning science through code switching struggled with test or examination tasks that require them to answer in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01