Abstract
Paul Leslie Gardner pioneered the study of student difficulties with everyday words presented in the science context (Gardner 1971); several similarly designed studies (e.g. Cassels and Johnstone 1985; Tao in Research in Science Education, 24, 322–330, 1994; Farell and Ventura in Language and Education, 12(4), 243–254, 1998; Childs and O’Farell in Chemistry Education: Research and Practice, 4(3), 233–247, 2003) have since been reported in literature. This article draws from an exploratory study of the difficulties South African High School physical science learners encounter with everyday English words when presented in the science context. The participants (1107 learners and 35 respective physical science teachers) were drawn from 35 public secondary schools in Johannesburg area of South Africa. Data were obtained through a word test to participant learners followed by group interviews but face-to-face interviews with each physical science teacher. This study has revealed that in similar ways as have been reported in each of the studies so far, South African learners also face difficulties with meanings of everyday words presented in a science context. The main source of difficulties encountered was learner inability to distinguish between the meanings of familiar everyday words as used in everyday parlance from the ‘new’ meanings of the same everyday words when used in the science context. Interpretations of learner interview responses revealed that fewer difficulties would have been experienced by learners if science teachers generally explained the context meanings of the words as used during science teaching. The findings suggest that focusing on contextual proficiency more than on general proficiency in the language of learning and teaching (LOLT) during teaching perhaps holds more promise for enhanced learning and achievement in science. Steps necessary to raise teacher awareness of the potential impact of context on meanings of everyday words of the LOLT are discussed. This article stands as an evidence-led discussion of the issues around the language-related difficulties that learners in South Africa may encounter as they learn school science.
Similar content being viewed by others
References
Achebe, C. (1990). What has literature got to do with it? In C. Achebe (Ed.), Hopes and impediments: selected essays (pp. 154–170). New York and Toronto: First Anchor Books Edition.
Adler, J. (1998). A language of teaching dilemmas: unlocking the complex multilingual secondary mathematics classroom. For the Learning of mathematics, 18, 24–33.
Ali, M., & Ismail, Z. (2006). Comprehension level of non-technical terms in science: are we ready for science in English? Journal Pendidik dan, Pendidikan, 21, 73–83.
Azian, A. A., Raof, A. H., Ismail, F., & Hamzah, M. (2013). Communication strategies of non-native speaker science teachers in second language science classrooms. System, 41, 283–297.
Borg, W. R., Gall, D. M., & Gall, J. P. (2007). Educational research—an introduction (pp. 227–243). United States: Boston.
Brock-Utne, B. (2012). Language policy and science: could some African countries learn from some Asian countries? International Review of Education, 58(4), 481–503.
Brock-Utne, B. (2014). Language instruction in Africa—the most important and least appreciated issue. International Journal of Educational Development in Africa., 1, 4–18.
Bulman, L. (1988). Teaching language and study skills in secondary science. London: Heinemann Educational Books.
Cameroon, L. (2009). Higher Grade Dinaledi Schools Initiative helps boost mathematics and science pass rates. Engineering News, 29(32), 1–104.
Capazorio, B. (2013). Millions spent on science and maths education, but little change—report. The Saturday Star (22 June 2013).
Cassels, J. R. T., & Johnstone, A. H. (1980). Understanding of Non-technical words in science. London: Royal Society of Chemistry.
Cassels, J. R. T., & Johnstone, A. H. (1985). Words that matter in science. London: Royal Society of Chemistry.
Childs, P. E., Markic, S., & Ryan, M. C. (2015). The role of language in the teaching and learning of chemistry. In J. Garci’a-Martinez & E. Serrano-Torregrosa (Eds.), Chemistry education: best practices, opportunities and trends (pp. 421 – 445). Weinheim, Germany: Wiley-VCH Verlag GmbH & Co. KGaA.
Childs, P. E., & O’Farrell, F. J. (2003). Learning science through English: an investigation of the vocabulary skills of native and non-native English speakers in international schools. Chemistry Education: Research and Practice, 4(3), 233–247.
Clerk, D., & Rutherford, M. (2000). Language as a confounding variable in the diagnosis of misconceptions. International Journal of Science Education, 22(7), 703–717.
Collins Cobuild English Dictionary for Advanced Learners (Major New Edition) (2001). HapperCollins Publishers. Bishopbriggs, Glasgow.
De Vaus, D. A. (2002). Surveys in Social Research (5th ed., pp. 1–8). Australia: Allen & Unwin.
Department of Basic Education. (2010). The status of the language and teaching (LOLT) in Schools: A Quantitative Overview. http://www.education.gov.za.
Department of Education. (2009). The Dinaledi Schools project report: report from a strategic arrangement between the national Department of Education and business on increasing support for mathematics and science in schools, 1–19. Pretoria: Department of Basic Education Publications.
Farell, M. P., & Ventura, F. (1998). Words and understanding in physics. Language and Education, 12(4), 243–254.
Fensham, P. J. (2004). Defining an identity: the evolution of science education as a field of research. Dordrecht/London/Boston: Kluwer Academic Publishers.
Ferreira, J. G. (2011). Teaching life sciences to English second language learners: what do teachers do? South African Journal of Education, 31, 102–113.
Fung, D., & Yip, V. (2014). The effects of the medium of instruction in certificate-level physics on achievement and motivation to learn. Journal of Research in Science Teaching, 51(10), 1219–1245.
Gardner, P. L. (1971). Project SWNG—scientific words: New Guinea. Melbourne: Faculty of Education, Monash University.
Gardner, P. L. (1972). ‘Words in science’: an investigation of non-technical vocabulary difficulties amongst form I, II, III and IV science students in Victoria. Australian Science Education Project: Melbourne.
Gardner, P. L. (1974). Language difficulties of science students. Australian Science Teachers Journal, 20(1), 63–76.
Gardner, P. L. (1976). Project WISP—words in science: Philippines. Melbourne: Faculty of Education, Monash University.
Gardner, P. L. (1977). Logical connectives in science: a summary of the findings. Research in Science Education, 7, 9–24.
Greenfield, D. (2010). ‘When I hear Afrikaans in the classroom and never my language, I get rebellious’: linguistic apartheid in South African higher education. Language and Education, 24(6), 517–534.
Gyllenpalm, J., Wickman, P., & Holmgren, S. (2010). Teachers’ language on scientific inquiry: methods of teaching or methods of inquiry? International Journal of Science Education, 32(9), 1151–1172.
Hamid, M. O., Nguyen, H. T. M., & Baldauf, R. B., Jr. (2013). Medium of instruction in Asia: context, processes and outcomes. Current Issues in Language Planning, 14(1), 1–15. doi:10.1080/14664208.2013.792130.
Heugh, K. (1999). Languages, development and constructing education in South Africa. International Journal of Educational Development, 19(4-5), 301–313.
Howie, S. J. (2003). Language and other background factors affecting secondary pupils’ performance in Mathematics in South Africa. African Journal of Research in SMT Education, 7, 1–20.
Jacobs, G. (1989). Word usage misconceptions among first-year university physics students. International Journal of Science Education, 11(4), 395–399.
Kriek, J., & Grayson, D. (2009). A holistic professional development model for South African physical science teachers. South African Journal of Education., 29(2).
Makgato, M. (2007). Factors associated with poor performance of learners in Mathematics and Physical Science in secondary schools in Soshanguve, South Africa. Educational Research, 4(1), 89–103.
Malcolm, C., & Alant, B. (2004). Finding direction when the ground is moving: science education research in South Africa. Studies in Science Education, 40(1), 49–104.
Maree, K., & Pietersen, J. (2010). Surveys and the use of questionnaires. In K. Maree (Ed.), First steps in research (pp. 155–169). Pretoria: Van Schaik.
Marshall, S., & Gilmour, M. (1991). Problematical words and concepts in physics education: a study of Papua New Guinean students’ comprehension of non-technical words used in science. Physics Education, 25(6), 330–337.
Marshall, S., Gilmour, M., & Lewis, D. (1991). Words that matter in science and technology: a study of Papua New Guinean students’ comprehension of non-technical words used in science and technology. Research in Science and Technological Education, 9(1), 5–16.
Milazi, A. P. (2003). Relationship between English proficiency and biology performance. Johannesburg, South Africa: Unpublished MSc (Science Education) research report, University of the Witwatersrand.
Mji, A., & Makgato, M. (2006). Factors associated with high school learners’ performance: a spotlight on mathematics and physical sciences. South African Journal of Education, 26, 253–266.
Mokiwa, H. O., & Msila, V. (2013). Teachers’ conceptions of teaching physical science in the medium of english: a case study. International Journal of Educational Sciences, 5(1), 55–62.
Msimanga, A., & Lelliot, A. (2013). Talking Science in multilingual contexts in South Africa: possibilities and challenges for engagement in learners home languages in high school classrooms. International Journal of Science Education, 36(7), 1159–1183.
Muralidhar, S. (1991). The role of language in science education: some reflections from Fiji. Research in Science Education, 21, 253–262.
Okebukola, P. A., Owolabi, O., & Okebukola, F. O. (2013). Mother tongue as default language of instruction in lower primary science classes: tension between policy prescription and practice in Nigeria. Journal of Research in Science Teaching, 50(1), 62–81.
Oyoo, S. O. (2004). Effective teaching of science: the impact of Physics teachers’ classroom language. Melbourne, Australia: PhD thesis, Faculty of Education, Monash University.
Oyoo, S. O. (2006). Science teachers’ awareness of the impact of their classroom language, In P. L. Jeffery (Ed.), Collection of Papers presented at the International Education Research Conference, University of Western Sydney, Parramatta, Australia: The Australian Association for Research in Education.
Oyoo, S. O. (2007). Rethinking proficiency in the language of instruction (English) as a factor in the difficulty of school science. The International Journal of Learning, 14(4), 231–242.
Oyoo, S. O. (2012). Language in science classrooms: an analysis of physics teachers’ use of and beliefs about language. Research in Science Education, 42(5), 849–873. doi:10.1007/s11165-011-9228-3.
Oyoo, S. O. (2013a). Foreign languages in African science classrooms: perspectives on and approaches to language use during teaching. Conference Book: Refereed Proceedings of the Distance Education and Training in Africa Conference (DETA), Volume 2 (pp.121–147). University of Eduardo Mondlane, Maputo, Mozambique, 3–5 August 2011.
Oyoo, S. O. (2013b). Enhancing and sustaining teacher effectiveness as the ‘Trojan Horse’ in successful science education in Kenya. In C. J. Craig, P.C. Meijer and J. Broeckmans (Eds.), From teacher thinking to teachers and teaching: the evolution of a research community, advances in research on teaching, (19, 457– 477). Bingley, UK: Emerald Group Publishing. doi:10.1108/S1479-3687(2013)0000019025.
Oyoo, S. O. (2014). Language of instruction and science learning in African science classrooms. In D. O. Orwenjo, M. C. Njoroge, R. W. Ndung’u & P. W. Mwangi (Eds.), Multilingualism and education in Africa: the state of the state of the art (pp. 24–49). Cambridge: Cambridge Scholars Publishing.
Oyoo, S. O. (2015). Helping learners become fluent in the language of science classrooms. Available at https://theconversation.com/helping-learners-become-fluent-in-thelanguage-of-science-classrooms-41540. Accessed 9 September.
Pickersgill, S., & Lock, R. (1991). Student understanding of selected non‐technical words in science. Research in Science & Technological Education, 9(1), 71–79.
Postman, N., & Weingartner, C. (1971). Teaching as a subversive activity. Harmondsworth: Penguin Books in association with Pitman Publishing.
Prinsloo, C., & Rogers, S. (2013). The missing link: language skills crucial to mathematics and science. Human Sciences Research Council Review, 11(2), 26–27.
Probyn, M. (2005). Making sense of science through two languages: a South African case study. School Science Review, 86, 49–59.
Prophet, B., & Towse, P. (1999). Pupils’ understanding of some non-technical words in science. School Science Review, 81(295), 79–86.
Reddy, V. (2005). State of mathematics and science education: schools are not equal. Perspectives in Education, 23(3), 125–130.
Reddy, V., Kanjee, A. & Diedericks, G. (2007). Mathematics and Science achievements at South African schools in TIMSS 2003. Human Sciences Research Council.
Rodrigues, S., & Thompson, I. (2001). Cohesion in science lesson discourse: clarity, relevance and sufficient information. International Journal of science Education, 23(9), 929–940.
Rollnick, M. (1998). The influence of language on second language teaching and learning of science. In W. W. Cobern (Ed.), Socio-cultural perspectives on science education: an international dialogue (pp. 121–138). Dordrecht: Kluwer Academic Publishers.
Rollnick, M. (2000). Current issues and perspectives on second language learning of science. Studies in Science Education, 35, 93–122.
Roth, W.-M. (2014). Science language wanted alive: through the dialectical/dialogical lens of Vygotsky and Bakhtin Circle. Journal of Research in Science Teaching, 51(8), 1049–1083.
Scott, P. H. (1998). Teacher talk and meaning making in science classrooms: a Vygotskian analysis and review. Studies in Science Education, 32, 45–80.
Scott, P., Mortimer, E., & Ametller, J. (2011). Pedagogical link-making: a fundamental aspect of teaching and learning scientific conceptual knowledge. Studies in Science Education, 47(1), 3–36.
Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36, 447–466.
Setati, M., & Adler, J. (2000). Between languages and discourses: language practices in primary multilingual mathematics classrooms in South Africa. Educational Studies in Mathematics, 43, 243–269.
Setati, M., Adler, J., Reed, Y., & Bapoo, A. (2002). Incomplete journeys: code-switching and other language practices in mathematics, science, and English language classrooms in South Africa. Language and Education, 16(2), 128–149.
Setati, M., Chitera, N., & Essien, A. (2009). Research on multilingualism in mathematics education in South Africa: 2000 – 2007. African Journal of Research in Mathematics, Science and Technology Education, 13, 64–79.
South African Institute of Race Relations (2013). Press Release. 29 January 2013
Tao, P. K. (1994). Comprehension of non-technical words in science: the case of students using a ‘Foreign’ language as the medium of instruction. Research in Science Education, 24, 322–330.
Taylor, N. S., van der Berg, S., & Mabogoane, T. (2013). Creating effective schools. Cape Town: Pearson.
Torbe, M. (1977). Language across the curriculum guidelines for schools. London: Computacomp (UK) Ltd.
Venkat, H., Adler, J., Rollnick, M., Setati, M., & Vhurumuku, E (2009). Mathematics and science education research, policy and practice in South Africa: What are the relationships? African Journal of Research in Mathematics, Science and Technology Education, Special Issue, 5- 27
Vorster, C., Mayet, A., & Taylor, S. (2013). The language of teaching and learning in South African Schools. In N. Taylor, S. van der Berg, & T. Mabogoane (Eds.), Creating effective schools (pp. 135–156). Cape Town: Pearson.
Wilson, J. (1999). Using words about thinking: content analyses of chemistry teachers' classroom talk. International Journal of Science Education, 21(10), 1067–1084.
Yore, L. D., & Treagust, D. F. (2006). Current realities and future possibilities: language and science literacy—empowering research and informing instruction. International Journal of Science Education, 28(2-3), 291–314.
Yore, L. D., Hand, B., Goldman, S. R., Hildebrand, M. G., Osborne, J. F., Treagust, F. D., & Wallace, S. C. (2004). New directions in language and science education research. Reading Research Quarterly, 39(3), 347–352. URL: http://www.jstor.org/stable/4151776.
Yore, L., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25(6), 689–727.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Oyoo, S.O. Learner Outcomes in Science in South Africa: Role of the Nature of Learner Difficulties with the Language for Learning and Teaching Science. Res Sci Educ 47, 783–804 (2017). https://doi.org/10.1007/s11165-016-9528-8
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11165-016-9528-8