Teachers’ experiences of teaching natural sciences in a second language : a case of primary schools in Mopani East District

Abstract

This study explored teachers’ experience of teaching Natural Science in second language in primary schools of the Mopani East District. The study was conducted in four primary schools within four out of five circuits of Mopani East District, using qualitative design. Four grade 7 and three grade 4 Natural Science teachers were purposefully sampled. Data was collected through semi-structured interviews and lesson observations. Interviews and observations were audio recorded, the audio recorded interviews were transcribed and analysed using thematic content analysis through the help of Qualitative Data Analysis (QDA) software. Content analysis was also applied to analyse lesson observation field notes. Following the sociocultural theory of second language acquisition and constructivism theory of science learning, data analysis and discussion of this study indicates that teachers experience learners’ inadequate language proficiency as the cause of their inability to hear, speak, read and write in a second language in Natural science classrooms. This is due to the use of a particular language of instruction in the foundation phase, societal factors, learners’ school entry age, as well as exclusion of a specific English language use in teachers’ development workshops. From these findings recommendations for teachers’ training, and a motivation to revisit language in education policy, were suggested.