Teaching Science in Multilingual Contexts: An Exploratory Study into the Experiences and Insights of Maltese Science Teachers as They Learn about Teaching in Multilingual Scenarios

Autor/in	Bonello, Charles
Titel	Teaching Science in Multilingual Contexts: An Exploratory Study into the Experiences and Insights of Maltese Science Teachers as They Learn about Teaching in Multilingual Scenarios
Quelle	In: International Journal of Science Education, 42 (2020) 14, S.2407-2425 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bonello, Charles)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1725173
Schlagwörter	Science Teachers; Teacher Attitudes; Concept Teaching; Classroom Techniques; Multilingualism; Language of Instruction; English (Second Language); Communication Problems; Multiple Intelligences; Migrants; Adolescents; Secondary School Students; Public Schools; Foreign Countries; Malta + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Klassenführung; Mehrsprachigkeit; Multilingualismus; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Kommunikationsbarriere; Intelligenz (Psy); Migrantin; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Public school; Öffentliche Schule; Ausland
Abstract	In Malta, Maltese and English are learnt in school from age five. During Science lessons, teachers and learners normally use Maltese to talk about key concepts yet the written medium of instruction is English. This has been the practice adopted in Science classrooms for many years. The influx of migrants in recent years has yielded a multilingual classroom scenario that is relatively new to Maltese teachers. This change constitutes a challenge for teachers and students as a good number of these migrant learners are not familiar with these languages so there is no language of instruction that can support good communication. This paper will probe into Maltese teachers' experiences and insights as they learn about how they can teach Science in such a scenario. Through teachers' interviews, it will probe into how teachers engage in teaching Science to classes that include multilingual learners. The strategies that these teachers have used during the past few years in order to cope with the situation that has developed will be presented and discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01