Abstract
Learning science can be equated to learning a new language because of its complexities. Over the years, several pedagogical strategies have been employed to address language issues in science teaching and learning, particularly in multilingual and multicultural classrooms. Code-switching and translanguaging are two common pedagogical strategies employed to address language issues in the science classroom, especially in a multicultural South African context. Although the strategies have many benefits, they also have disadvantages, including knowledge gaps and challenges with written assessments. The current study presupposes that mobile learning applications have the potential to address language problems in Grade 7 Natural Sciences classrooms by activating the learners' thinking through audio-visual representations of concepts and promoting dialogic interactions between the teachers and learners. The current study sought to determine the affordances of mobile learning technologies in alleviating language issues in Grade 7 Natural Sciences teaching and learning. The main research question guiding the study was: What are the affordances of mobile learning technologies in addressing language issues in Grade 7 Natural Sciences teaching and learning? In this context, mobile learning is defined as a process where learning is mediated using a mobile device. Mobile learning technologies are applications or software designed to run on mobile devices such as smartphones, tablets, or computers for learning. The conceptual framework used in this study has the socio-cultural theory, mobile learning pedagogical framework, and cognitive multimedia learning theory as its underpinning constructs. A mixed methods case study design was followed in answering the research questions that propelled this study. Using convenience and purposeful sampling technique, six Grade 7 Natural Sciences teachers and their Grade 7 learners were selected from an independent primary school to participate in the study. Data were collected through focus group interviews, a modified technology acceptance model (TAM) questionnaire, and lesson observations. The data from the focus group interviews were analysed through content analysis, while the TAM questionnaire was analysed through descriptive statistics to find measures of central tendency and inferential statistics using Welch’s t-test. In answering the first research sub-question: What language problems do Grade 7 learners have when learning different Natural Sciences concepts?, the findings revealed that factors such as not reading with understanding, inability to write argumentatively, and using everyday language in the classroom are identified problems with language. In answering the second research question: What are Grade 7 teachers' and learners' views about the use of
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mobile learning in their Natural Sciences classrooms?, the findings indicated that both teachers and learners had positive views about using mobile learning technologies in the classroom, although they experienced some challenges. In answering the third research sub-question: To what extent does the use of mobile learning applications address language issues in Grade 7 Natural Sciences classrooms?, the findings suggested that, although moderately integrated, mobile learning can alleviate language issues. Teachers should be intentional about including the language aspect in their planning for each lesson, especially focusing on integrating mobile learning technologies that promote reading and writing skills. Since both teachers and learners had positive views towards the integration of mobile learning technologies, this implies that teachers are more likely to select and use the most suitable mobile learning technologies to address language issues in the process of teaching and learning. In turn, learners would be open to learning scientific concepts through mobile technologies. As a result, if teachers consistently include language objectives and mobile learning technologies in their instruction, there can be observable improvements in the scientific language proficiency of Grade 7 learners over time.
Keywords: mobile learning, mobile technologies, scientific language, everyday language, independent schools.