Facilitating language communication in English using “VFL” in English second language (ESL) primary school science classrooms
- Authors: Kemp, Hermione
- Date: 2024-04
- Subjects: Science -- Study and teaching , Science -- Study and teaching -- Methodology , Communication -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/63985 , vital:73635
- Description: Many classrooms across South Africa have teachers and learners who are English Second Language (ESL) speakers. As a result, teaching and learning becomes a challenge, especially in science education. Science has its own language, which has concepts, terminology, definitions and more that teachers and learners are expected to engage with. The language issues seem to weigh heavier on the learners’ scale as they are learning the Language of Learning and Teaching (LOLT), while they are learning science. Likewise, science teachers face their own challenges in that they are trying to teach the language of science while their learners are still in the process of learning the English language. Therefore, this research study addresses the issue of using language as a resource rather than seeing it as a challenge so that it can enhance the learners’ ability to engage with science concepts. In doing so, this study introduces a group of teachers to using VFL to teach science education through a Community of Practice. Through the use of qualitative methods such as questionnaires, video-recorded lessons and a focus group interview discussion, this study explores how VFL enhance the communication of ESL primary school science classrooms. The vehicles that were used in this study are drama, poetry, visual art, stories, and music. This study adds to the conversation around using the arts to teach science as well as the benefits thereof. One of the findings was that the learners were able to recall scientific content. Multilingual classrooms are the order of the day; therefore, language issues will be present. The teachers shared the same domain in this study within the COP. This space enhanced the opportunity for the teachers to create a community, where they were able to learn, share and grow from one another. Thus, this study encouraged teachers to step out of their comfort zone and to restructure how they teach science by including VFL. Therefore, VFL are a platform for teachers to see themselves as change agents. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Kemp, Hermione
- Date: 2024-04
- Subjects: Science -- Study and teaching , Science -- Study and teaching -- Methodology , Communication -- Study and teaching
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/63985 , vital:73635
- Description: Many classrooms across South Africa have teachers and learners who are English Second Language (ESL) speakers. As a result, teaching and learning becomes a challenge, especially in science education. Science has its own language, which has concepts, terminology, definitions and more that teachers and learners are expected to engage with. The language issues seem to weigh heavier on the learners’ scale as they are learning the Language of Learning and Teaching (LOLT), while they are learning science. Likewise, science teachers face their own challenges in that they are trying to teach the language of science while their learners are still in the process of learning the English language. Therefore, this research study addresses the issue of using language as a resource rather than seeing it as a challenge so that it can enhance the learners’ ability to engage with science concepts. In doing so, this study introduces a group of teachers to using VFL to teach science education through a Community of Practice. Through the use of qualitative methods such as questionnaires, video-recorded lessons and a focus group interview discussion, this study explores how VFL enhance the communication of ESL primary school science classrooms. The vehicles that were used in this study are drama, poetry, visual art, stories, and music. This study adds to the conversation around using the arts to teach science as well as the benefits thereof. One of the findings was that the learners were able to recall scientific content. Multilingual classrooms are the order of the day; therefore, language issues will be present. The teachers shared the same domain in this study within the COP. This space enhanced the opportunity for the teachers to create a community, where they were able to learn, share and grow from one another. Thus, this study encouraged teachers to step out of their comfort zone and to restructure how they teach science by including VFL. Therefore, VFL are a platform for teachers to see themselves as change agents. , Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
- Full Text:
- Date Issued: 2024-04
Learners’ understanding of their linguistic resources as a basis for learning natural sciences
- Authors: Thorne, Rochelle Eugenia
- Date: 2024-04
- Subjects: Linguistic analysis (Linguistics) , Science -- Study and teaching -- Methodology , Science -- Study and teaching (Elementary)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64049 , vital:73646
- Description: With eleven official languages, South Africa is known for its multilingual environment. Despite this, the country's educational system heavily favours English and Afrikaans. Despite the varied linguistic backgrounds of learners, English continues to be used as the Language of Learning and Teaching (LoLT), which raises questions regarding fair access to education. Within the context of South Africa's constitution and policy frameworks, particularly the Language in Education Policy (LiEP), this study aims to investigate how group work activities in a Natural Sciences classroom can give learners an opportunity to mobilise their multilingual repertoires. Three formerly Afrikaans-medium high schools in the Northern Areas of Gqeberha, were the sites for this research which focuses on Grade Nine Natural Sciences learners. Through the use of both quantitative and qualitative methods such as questionnaires, classroom observations, and focus groups, the study explores how learners make use of their language resources to navigate science instruction in English. The results contest the idea that languages are distinct entities and show that learners use language interchangeably as a learning tool, a practice known as translanguaging. Group work becomes an important space in which learners exercise agency in language selection, enabling the link of dialogical, multilingual, and cultural responses. Sociocultural theory offers insights into group work relationships and provides the theoretical foundation for understanding how learners use language to understand scientific topics. Building on Gibbons' mode continuum (2003), which maps the shifts in discourse in classroom contexts from every day talk at the “here and now” to more specialized talk, the study also explored an expanded continuum which aimed at clarifying the nuances of language and cognitive progression among learners working in collaborative groups. This study adds to the conversation about language ideologies by recognising the ideologies of inclusion, access and identity which informed learners’ thinking and attitudes to language choice in education. Thus, the study emphasises the importance of a sophisticated comprehension of multilingual repertoires in the classroom. In order to better accommodate the changing linguistic patterns of multilingual learners, the study recommends re-evaluating language policies and encouraging educators to exploit the potential of group work to develop understanding of scientific concepts. , Thesis (DPhil) -- Faculty of Education, School of Post Graduate Education, 2024
- Full Text:
- Date Issued: 2024-04
- Authors: Thorne, Rochelle Eugenia
- Date: 2024-04
- Subjects: Linguistic analysis (Linguistics) , Science -- Study and teaching -- Methodology , Science -- Study and teaching (Elementary)
- Language: English
- Type: Doctoral theses , text
- Identifier: http://hdl.handle.net/10948/64049 , vital:73646
- Description: With eleven official languages, South Africa is known for its multilingual environment. Despite this, the country's educational system heavily favours English and Afrikaans. Despite the varied linguistic backgrounds of learners, English continues to be used as the Language of Learning and Teaching (LoLT), which raises questions regarding fair access to education. Within the context of South Africa's constitution and policy frameworks, particularly the Language in Education Policy (LiEP), this study aims to investigate how group work activities in a Natural Sciences classroom can give learners an opportunity to mobilise their multilingual repertoires. Three formerly Afrikaans-medium high schools in the Northern Areas of Gqeberha, were the sites for this research which focuses on Grade Nine Natural Sciences learners. Through the use of both quantitative and qualitative methods such as questionnaires, classroom observations, and focus groups, the study explores how learners make use of their language resources to navigate science instruction in English. The results contest the idea that languages are distinct entities and show that learners use language interchangeably as a learning tool, a practice known as translanguaging. Group work becomes an important space in which learners exercise agency in language selection, enabling the link of dialogical, multilingual, and cultural responses. Sociocultural theory offers insights into group work relationships and provides the theoretical foundation for understanding how learners use language to understand scientific topics. Building on Gibbons' mode continuum (2003), which maps the shifts in discourse in classroom contexts from every day talk at the “here and now” to more specialized talk, the study also explored an expanded continuum which aimed at clarifying the nuances of language and cognitive progression among learners working in collaborative groups. This study adds to the conversation about language ideologies by recognising the ideologies of inclusion, access and identity which informed learners’ thinking and attitudes to language choice in education. Thus, the study emphasises the importance of a sophisticated comprehension of multilingual repertoires in the classroom. In order to better accommodate the changing linguistic patterns of multilingual learners, the study recommends re-evaluating language policies and encouraging educators to exploit the potential of group work to develop understanding of scientific concepts. , Thesis (DPhil) -- Faculty of Education, School of Post Graduate Education, 2024
- Full Text:
- Date Issued: 2024-04
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