- Title
- Facilitating language communication in English using “VFL” in English second language (ESL) primary school science classrooms
- Creator
- Kemp, Hermione
- Subject
- Science -- Study and teaching
- Subject
- Science -- Study and teaching -- Methodology
- Subject
- Communication -- Study and teaching
- Date Issued
- 2024-04
- Date
- 2024-04
- Type
- Doctoral theses
- Type
- text
- Identifier
- http://hdl.handle.net/10948/63985
- Identifier
- 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.
- Description
- Thesis (DPhil) -- Faculty of Education, School of Postgraduate education, 2024
- Format
- computer
- Format
- online resource
- Format
- application/pdf
- Format
- 1 online resource (xxi, 367 pages)
- Format
- Publisher
- Nelson Mandela University
- Publisher
- Faculty of Education
- Language
- English
- Rights
- Nelson Mandela University
- Rights
- All Rights Reserved
- Rights
- Open Access
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Collections
NMU School for Education Research and Engagement
| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | SOURCE1 | Kemp, HSJ.pdf | 16 MB | Adobe Acrobat PDF | View Details Download |