Teachers’ beliefs and practices when teaching life sciences using their second language

• Published in: South African journal of education Vol. 41; no. Supplement 1; pp. S1 - S15
• Main Authors: Amos Ntokozo Motloung, Amos Ntokozo Motloung, Mavuru, Lydia, McNaught, Carmel
• Format: Journal Article
• Language: English
• Published: Bloemfontein Sabinet Online 01.10.2021; Education Association of South Africa
• Subjects: African Languages; Beliefs; Classes; Classroom observation; Classroom practice; Classrooms; Code Switching (Language); Constructivism; Constructivism (Learning); Cultural differences; Disadvantaged Schools; Educational Practices; English (Second Language); English as a second language; English as a second language instruction; english second language (esl) speakers; Foreign Countries; Grade 11; High School Teachers; Language; Language Attitudes; Language of Instruction; Language Usage; Learning Processes; Life sciences; Multiculturalism & pluralism; Native Language; Prior Learning; Schools; Science Instruction; Second Language Instruction; Second Language Learning; Second language teachers; Second languages; Secondary education; South Africa; Student Diversity; Teacher Attitudes; Teacher Characteristics; teacher choice of practice; Teachers; Teaching; Teaching Methods; township schools; United Kingdom; South Africa; United Kingdom
• ISSN: 0256-0100; 2076-3433
• DOI: 10.15700/saje.v41ns1a2005

African township schools are characterised by cultural and linguistic diversity, hence, teachers have the dual task of ensuring that learners grasp scientific concepts, while also catering for the diversity in the learners' backgrounds. The study reported on here was aimed at investigating teachers' beliefs and practices in teaching life sciences using English, a language that is not their own home language. The study was underpinned by a socio-constructivist perspective, emphasising how one's personal context, including prior experiences, influences the development of beliefs about language use in life sciences classes and the manner in which teaching and learning might occur. The sample comprised 6 teachers who all spoke English as a second language. We collected the data using structured interviews to ascertain the teachers' beliefs about the teaching of life sciences in English to Grade 11 classes, and classroom observations to identify their classroom practices. The findings indicate that the beliefs that the teachers expressed differed from their actual choices and practices in the lessons observed.