Abstract
Classroom interactions are crucial in shaping the teaching and learning process in the classrooms. Classroom interaction can be influenced by various factors such as language of teaching and learning, and the teachers’ choice of teaching method. Teaching Life Sciences to English-second-language learners can be a challenge when learners do not have a rich vocabulary of the language of teaching and learning, as it affects the types of classroom interaction patterns which occur in such classes. Life sciences township school teachers face great challenges of learners being unable to express themselves in English during the teaching and learning of life sciences. The study was underpinned by socio-cultural theory and socio-constructivism perspectives since the main focus was on determining classroom interaction patterns in life sciences classes where there are second language English speakers. The study took place in Kanana, a township characterised by culturally and linguistically diverse people. The sample included two life sciences Grade 11 teachers from two different high schools. Data was collected through lesson observations to determine the nature of classroom interaction patterns in Grade 11 life sciences classrooms with English-second-language learners, and through structured interviews to determine how teachers assisted learners in enhancing meaningful interaction in Grade 11 life sciences classrooms with English-secondlanguage learners. Each teacher was observed teaching two lessons in different Grade 11 classes, and then interviewed. Video recordings of the lessons were analysed by determining the four communicative approaches as espoused by Mortimer and Scott (2003), which are Interactive/Authoritative, Non-interactive/Authoritative, Interactive/Dialogic, and Noninteractive/Dialogic. Interview data was analysed using Saldana’s (2009) manual coding...
M.Ed. (Science Education)