The Effect of the Use of English as Language of Instruction and Inquiry-Based Learning on Biology Learning in Sub-Saharan Africa Secondary Schools: A Systematic Review of the Literature

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Autor/inn/en	David, Opanga; Nsengimana, Venuste
Titel	The Effect of the Use of English as Language of Instruction and Inquiry-Based Learning on Biology Learning in Sub-Saharan Africa Secondary Schools: A Systematic Review of the Literature
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 26 (2022) 3, S.275-285 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (David, Opanga) ORCID (Nsengimana, Venuste)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2022.2141961
Schlagwörter	English (Second Language); Language of Instruction; Biology; Science Education; Foreign Countries; Secondary School Students; Literature Reviews; Inquiry; Active Learning; Science Achievement; Instructional Effectiveness; Code Switching (Language); Content and Language Integrated Learning; Bilingual Education; Language Proficiency; Tanzania; Rwanda; Kenya; Uganda; Burundi; Zambia; Zimbabwe; South Africa; Somalia; Ethiopia; Lesotho; Madagascar; Malawi; Botswana; Comoros; Eritrea; South Sudan; Eswatini + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Biologie; Naturwissenschaftliche Bildung; Ausland; Sekundarschüler; Aktives Lernen; Unterrichtserfolg; CLIL; Lernkonzept; Bilingual teaching; Bilingualer Unterricht; Language skill; Language skills; Sprachkompetenz; Tansania; Ruanda; Kenia; Sambia; Simbabwe; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Äthiopien; Madagaskar; Komoren
Abstract	Sub-Saharan Africa secondary school science curricula recognise language as the most important communication tool for learners' biology learning outcomes. Despite this prominent goal, learners' scientific literacy at secondary school appears to be insufficient to cope with classroom teaching and learning of biology. This paper presents a review of literature regarding the way English as the language of instruction and inquiry-based learning strategies affect biology learning in Sub-Saharan Africa secondary schools. The scope of the review included journal articles, books and book chapters published in the period from 2005 to 2020 on the English language of instruction in biology education in Sub-Saharan Africa. We established criteria for first article searches indexed in Scopus, African Journals Online, the Education Resources Information Center, Web of Science and Psych Info as recognised index systems for science education. We considered studies related to the understanding of learners' language backgrounds, language-in-education policy and pedagogical language strategies (practice) that mediate learning. In this case, 53 studies were identified after removing redundancies; 27 studies satisfied the inclusion criteria when screened by key words and abstract and reviewed for eligibility; and only nine were selected after evaluating the full texts. The review analysis suggests that there is a gap in the corpus of literature on what and how pedagogical language strategies should be utilised to support meaningful learning of biology in multilingual settings. Poor learners' academic achievement and conceptual engagement in biology at secondary school level were the main effects reported by the reviewed literature. Less is still known about the effect of the use of inquiry-based learning strategies on learners' conceptual engagement in multilingual biology classrooms. We recommend formulating a clear policy articulation on the use of bilingual instructions in teaching and learning of biology at the secondary school level; assessing teacher and learner performance over pedagogical language strategies; and evaluating the contribution of IBL strategies in addressing language barriers in biology learning for higher order thinking skills in Sub-Saharan Africa secondary schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01