If two-thirds of classroom talk is still by the teacher: the kind of science teacher's talk and use of language during teaching for all learners in any science classroom
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Samuel Ouma Oyoo [1]
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[1] University of the Witwatersrand
University of the Witwatersrand
City of Johannesburg, Sudáfrica
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- Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 765-772
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The classroom of today more than of yesterday is getting more and more culturally and linguistically diverse. The classroom of tomorrow will be even more diverse in these same two terms. The instructional language that is being used most in many classrooms across the world today is English. This of course, is despite the on-going debates on whether learner home languages would instead be most appropriate for enhanced learning in classrooms as well as the current absence of a benchmark on the level of proficiency in any language of learning and teaching that would guarantee successful learning. This article presents approaches on how science teachers can be assisted [during initial and continuing education of teachers] to use whichever is the language of learning and teaching to bring about more meaningful learning in classrooms. It draws from findings in an investigation of science teachers’ approaches to use and conceptions of when the instructional language as used in science classrooms and science texts becomes a factor of the difficulty of science. Direct classroom observations of three lessons by each of the nine participant teachers followed by face to face interviews and content analyses of their verbatim classroom talk were used as the methods of data collection. The analysis of the data was based on a perspective on language as words and language as knowledge.
