- Title
- Debunking the myth of lack of vocabulary for teaching content knowledge in primary schools: exploring terminology for science in Ekegusii of Kenya
- Creator
- Mose, Peter
- Date Issued
- 2020
- Date
- 2020
- Type
- text
- Type
- article
- Identifier
- http://hdl.handle.net/10962/150095
- Identifier
- vital:38939
- Identifier
- DOI: 10.1080/02572117.2020.1733827
- Description
- The language-in-education policy to teach in mother tongues at lower primary level is not adhered to by classroom teachers in Kenya due to, among other reasons, lack of content terminology. The purpose of this study was to demonstrate that mother tongues can be used to teach science up to the end of grade three, considering the nature of topics for this level and other extra-classroom realities. Our research objectives were to examine the nature and content of science topics and sub-topics from grade one to grade three; examine conceptual and technical terms in grade one to grade three science textbooks; describe the Ekegusii equivalents of these terms; and explain the feasibility of teaching science in Ekegusii up to the end of grade three.
- Format
- 7 pages
- Format
- Language
- English
- Relation
- South African Journal of African Languages
- Relation
- Mose, P., 2020. Debunking the myth of lack of vocabulary for teaching content knowledge in primary schools: Exploring terminology for science in Ekegusii of Kenya. South African Journal of African Languages, 40(1), pp.60-67.
- Relation
- South African Journal of African Languages volume 40 number 1 60 67 March 2020 2305-1159
- Rights
- Publisher
- Rights
- Use of this resource is governed by the terms and conditions of the Taylor and Francis Online Terms and Conditions Statement (https://www.tandfonline.com/terms-and-conditions)
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