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A Case Study of a Science Teacher’s Knowledge of Students in Relation to Addressing the Language Demands of Science

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Abstract

Learning science encompasses learning the language of science, which can pose considerable challenges to students due to its specialized features and structures. Addressing the three-language problem (the need to transition between daily, general school and disciplinary languages) and the specific language demands of science thus constitutes part of the larger goal of promoting disciplinary literacy. Most studies have focused on the conceptual demands of science learning and have not examined what knowledge teachers require to support students’ learning of the language of science. In this study, we focus on science teachers’ knowledge of students (KS) for addressing the language demands of science. This qualitative case study has two aims: (1) to unpack a teacher’s KS related to their language use in science and (2) to uncover how this KS informs teaching practices. Transcripts of teacher interviews, lesson planning sessions and lessons drawn from two Grade 4 science classrooms taught by a primary science teacher constituted the data for this study. We identify five aspects of KS (i.e. prior knowledge of and about language, difficulties with language, abilities across modes of language and across subject areas and learning progress) that inform four distinct teaching practices. This case study highlights and unpacks a dimension of KS that is often overlooked in the current literature on pedagogical content knowledge (PCK) for science teaching. The implications to teachers’ PCK, science teaching and teacher professional development are discussed in light of the findings.

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Funding

This work is supported by a grant from the National Institute of Education, Singapore (OER 65/12 SLH). Any opinions, findings, conclusions or recommendations expressed in this publication are those of the authors and do not necessarily reflect the position, policy or endorsement of the funding agency. The authors are grateful to the teachers and students who participated in this study and would also like to acknowledge the contribution of research team member Ms. Teresa Ong for her help with collecting the data.

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Authors and Affiliations

  1. Office of Education Research, National Institute concepts rather than on Education, Nanyang Technological University, I Nanyang Walk, 637616, Singapore

    Lay Hoon Seah

  2. The University of Hong Kong, Room 313 Runme Shaw Building, Pok Fu Lam Road, Lung Fu Shan, Hong Kong

    Kennedy Kam Ho Chan

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  1. Lay Hoon Seah
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  2. Kennedy Kam Ho Chan
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Correspondence to Lay Hoon Seah.

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Seah, L.H., Chan, K.K.H. A Case Study of a Science Teacher’s Knowledge of Students in Relation to Addressing the Language Demands of Science. Int J of Sci and Math Educ 19, 267–287 (2021). https://doi.org/10.1007/s10763-019-10049-6

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  • DOI: https://doi.org/10.1007/s10763-019-10049-6

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