Language, literacy and science learning for English language learners: teacher meta talk vignettes from a South African science classroom

Book section

There is considerable research on the role of language in science teaching and learning from contexts in which non-native speakers of English are taught science by teachers who are either native speakers of or are proficient in English as the language of learning and teaching (LOLT). In many South African classrooms, students who are non-native speakers of English are taught in English, by teachers who are also non-native speakers. Furthermore, many students and teachers in these classrooms speak more than one local language, such that English is their third or subsequent language. Thus, most South African students are English additional language learners (EALs) as opposed to being English second language learners (ESLs). Many South African classrooms are therefore multilingual by nature. Yet, very little is known about the pedagogic demands of teaching science to EALs. Research on EALs experiences in science lessons in the South African context has potential not only to contribute to the broader literature on EAL teaching but also to inform teacher education on how to prepare teachers for these environments. Meta talk is one of the teaching strategies that may help facilitate EALs involvement in the lesson as well as promote deep engagement with content. The chapter discusses some vignettes from whole class discussions observed in a multilingual science classroom showing how one South African teacher uses meta talk to get his learners to engage with science concepts.

Authors: Msimanga, A; Erduran, S

• Publication status: Published
• Peer review status: Reviewed (other)
• Publisher: Springer
• Host title: Global Developments in Literacy Research for Science Education
• Pages: 97-111
• Publication date: 2018-01-19
• DOI: 10.1007/978-3-319-69197-8
• ISBN: 9783319691961
• Keywords: SBTMR; multilingualism; language; meta talk; ESLs; pedagogy