The Pedagogy of Learning and Teaching Science in a Multilingual Classroom: Teachers’ Perspectives

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2020-07-03 DOI:10.1080/18146627.2020.1868075
H. Mokiwa
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引用次数: 2

Abstract

Abstract Linguistic diversity in many schools is high such that science teachers face complex issues regarding appropriate ways of mediating social and academic language in multilingual classrooms. The relationship between these aspects and the task of teaching science (i.e., pedagogy) remains a mystery to many teachers. This paper provides a narrative and shared discoveries of the understanding of this differentiated instruction problem in order to forge the path ahead. Qualitative methods of lesson observations and semi-structured interviews were used to collect data from four participants in the province of KwaZulu-Natal, South Africa. Analysis of data revealed a domination of English as a medium of discourse. The paper argues that teachers’ pedagogy and language of instruction are essentially related to the quality of science being taught in multilingual classrooms. The findings highlight the fundamental importance of the language of instruction within a multilingual science classroom and lay a foundation for further research.
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多语言课堂中的学与教科学教学法:教师的视角
摘要许多学校的语言多样性很高,因此科学教师在多语言课堂上如何适当地调节社会和学术语言面临着复杂的问题。这些方面与科学教学任务(即教育学)之间的关系对许多教师来说仍然是个谜。本文提供了对这一差异化教学问题的理解的叙述和共同发现,以开拓前进的道路。采用课堂观察和半结构化访谈的定性方法,从南非夸祖鲁-纳塔尔省的四名参与者那里收集数据。对数据的分析揭示了英语作为话语媒介的主导地位。本文认为,教师的教育学和教学语言在本质上与在多语言课堂上教授科学的质量有关。研究结果强调了教学语言在多语言科学课堂中的根本重要性,并为进一步研究奠定了基础。
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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