Teachers' Beliefs and Practices When Teaching Life Sciences Using Their Second Language

Autor/inn/en	Motloung, Amos Ntokozo; Mavuru, Lydia; McNaught, Carmel
Titel	Teachers' Beliefs and Practices When Teaching Life Sciences Using Their Second Language
Quelle	In: South African Journal of Education, 41 (2021), Artikel 2005 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Motloung, Amos Ntokozo) ORCID (Mavuru, Lydia) ORCID (McNaught, Carmel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Teacher Attitudes; Educational Practices; Second Language Learning; Second Language Instruction; English (Second Language); Prior Learning; Language Usage; Teaching Methods; Learning Processes; Science Instruction; Grade 11; High School Teachers; Language Attitudes; Language of Instruction; Student Diversity; Native Language; Disadvantaged Schools; Constructivism (Learning); Teacher Characteristics; African Languages; Code Switching (Language); Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Lehrerverhalten; Bildungspraxis; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Vorkenntnisse; Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 11; 11. Schuljahr; Schuljahr 11; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Sprachverhalten; Teaching language; Unterrichtssprache; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	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. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01