Writing in Science Classrooms: Some Case Studies in South African and Swedish Second-Language Classrooms

Autor/inn/en	Mayaba, Nokhanyo; Otterup, Tore; Webb, Paul
Titel	Writing in Science Classrooms: Some Case Studies in South African and Swedish Second-Language Classrooms
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 17 (2013) 1-2, S.74-82 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2013.826972
Schlagwörter	Foreign Countries; Content Area Writing; Science Instruction; Case Studies; Observation; Documentation; Cross Cultural Studies; Grade 6; Language of Instruction; Knowledge Level; Knowledge Base for Teaching; Qualitative Research; English (Second Language); Swedish; Bilingualism; Semi Structured Interviews; South Africa; Sweden + Suchen Sie Ihr Suchwort? Ausland; Schriftliche Übung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Case study; Fallstudie; Case Study; Beobachtung; Dokumentation; Cultural comparison; Kulturvergleich; School year 06; 6. Schuljahr; Schuljahr 06; Teaching language; Unterrichtssprache; Wissensbasis; Teaching theory; Theory of teaching; Unterrichtstheorie; Qualitative Forschung; English as second language; English; Second Language; Englisch als Zweitsprache; Schwedisch; Bilingualismus; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Schweden
Abstract	Problems of poor performance in science and mathematics education have been related to language deficiencies, including writing skills. Writing to learn science is an important skill but is not easy to acquire, especially when children learn in a second language. In order to investigate possibilities for developing writing in South African and Swedish science classrooms a multiple case study design was employed using classroom observations, teacher interviews and samples of learners work produced in science second-language classrooms in both countries over a period of 6 months. The research questions were 'what text types do learners in a grade 6 Science classroom produce, and how are they assisted to produce such text types?' Four major themes emerged, namely, the use of pre-determined text types; evidence of a spoken text-type discourse; teachers' lack of knowledge about text types; and lack of support in assisting learners in producing written text. These themes have implications in terms of understanding the current situation and providing a point of departure for assisting teachers and children to develop the skill of writing to learn science, an implicit aim of the curricula in both countries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01