English as a language of learning and teaching science in rural secondary schools : a study of the Vlakfontein circuit in Limpopo

Abstract

The growing diversity of school populations around the world means that for many learners the language of learning in mainstream classrooms is not their first language. The researcher would submit that content-based second language learning in a context such as a Science classroom is considered advantageous as it enables the learner to manipulate a target language such as English in a way which is meaningful. However, Science learners who have yet to achieve communicative competence in English are disadvantaged when it comes to developing a deep understanding of scientific concepts. Many mainstream Science educators have concerns about this significant group of learners who can be left on the periphery of the class to cope as best as they can. Very often educators aim to meet the needs of English Second Language (ESL) learners without any specific knowledge of the strategies which would enhance learning and ensure that learning environments encourage participation and interaction. The learners themselves have not only to deal with language and sociocultural issues but must face the cognitive demands of Science including negotiating its specialized language. The aim of this study was to investigate how the use of English as a language of learning and teaching Science in rural secondary schools in the Vlakfontein Circuit of the Limpopo Capricorn District, influenced the ability of Grade 8 students to learn Science. The focus was on the Grade 8 classes since they are at the threshold of their educational pursuit. The study had two main purposes. The first goal was to describe the current situation with respect to rural secondary school learners and their educators in selected learning environments in Vlakfontein Circuit. The second goal was to bring about improvement in the learners’ situations by employing specifically designed interventions. The study had three focal areas: the language; the teaching and learning environment; and the ESL learner. The investigation was conducted in disadvantaged rural secondary schools in the Vlakfontein Circuit in the Limpopo province. Observations of the Science classes revealed that, even for the learners with very limited English language proficiency there was little ESL specialist support available. The data analyzed was collected using a variety of data collection tools. The main data generation tools were observation, semi-structured interviews and questionnaires. The analysis revealed that learners were lacking in Science register (terminology). This study also found out that non-technical language used in Science lessons affected the learners’ understanding much more than the educators were aware. Educators’ attitudes and beliefs strongly influenced the interaction and participation of ESL learners in Science classrooms. The study also revealed that developing language skills prevented ESL learners from asking questions and answering questions in class and academic progress in Science was impeded by limited opportunities for ESL learners to clarify their understanding. Further, the investigation established that achievement in Science and in education overall was affected by assessment instruments which were infused with specific linguistic or cultural knowledge. The study arrived at a conclusion that the needs of the research students could not be met by a programme based on the traditional format of ESP teaching. Hence, the researcher has recommended a Science Based English Programme (SBEP) which encapsulates several adjustments in orientation methods and materials to meet the ESL learners’ needs. This kind of learning-centred arrangement will allow not only efficiency of SBEP instruction but also allow the kinds of activities that may not be possible in groups with a wide dispersion of interests. However, the extent to which the research learners encountered difficulties with vocabulary suggests that there is a need to investigate more effective methods of dealing with this issue. Needed research could also be directed into the development of a Science glossary with appropriate language levels for ESL learners. This could include technical scientific terms with examples of how terms can be used.From the outcome of the interviews with educators, it is evident that further research is needed concerning the educators’ English proficiency and Science competence in ESL situations.