LANGUAGE CHALLENGES GRADE 11 LEARNERS ENCOUNTER IN LIFE SCIENCES INSTRUCTIONAL MATERIALS AND ASSESSMENTS

Language plays a pivotal role in enabling learner acquisition of scientific knowledge and skills. Whilst previous research indicates that proficiency in the language of learning and teaching (LoLT) does not guarantee learners’ understanding of concepts taught, the current paper argues that learners who are proficient and fluent in the LoLT have an advantage in the science classrooms. Language affords learners to read the text in learning materials and assessments with understanding. Understandably science (Life Sciences) is a language on its own which is academic and authoritative which every learner grapples with despite fluency in the LoLT, the argument is that the challenge is compounded for those learners whose home languages are different from the LoLT. The current paper therefore sought to explore the language challenges grade 11 learners encounter in the teaching and learning materials and assessments in Life Sciences. In both qualitative and quantitative non-experimental designs, 28 grade 11 Life Sciences learners whose home languages were different from the LoLT, were purposively selected from a school where English is the LoLT. A 4-point Likert scale questionnaire was administered to learners through a google form. It sought learners’ biographical information related to their home language and proficiency in English, challenges encountered in instructional materials and assessments, and their views about the use of code switching during the teaching and learning of Life Sciences. Focus group interviews were used to collect qualitative data. Quantitative data was analysed using Statistical Package for the Social Sciences (SPSS) software to obtain descriptive statistics and qualitative data was subjected to content analysis. Most of the learners (75%) indicated that the complexity and specialisation of the scientific language make it difficult for them to understand scientific concepts in the teaching and learning materials such as textbooks, activities, worksheets, and assessments. Whilst many learners pointed out that the use of English as the LoLT limits their acquisition of Life Sciences concepts, only 25% prefers to be taught in their home languages and the majority (72%) appreciated the use of English. They indicated that it places them at an advantage as all assessments are administered in English. Overall, the study found that three quarters of the learners (21 out of the 28) were of the view that code switching made the scientific concepts easier to understand. However, learners from other African countries (18%) who did not speak indigenous languages as homes language, were against code switching. The findings have implications for curriculum policy implementation and instructional materials design