Abstract
Language is one of the most important aspects of science teaching and learning, and Vygotsky (1978) inferred that language provides individuals with the sense of thought, cognition and social belonging. Thus, it is critical that language difficulties in science classes are addressed. South African township schools are characterised by cultural and linguistic diversity; hence life sciences teachers face a difficult task of ensuring that scientific concepts are grasped by learners at the same time as they need to cater for the learners’ diverse backgrounds. This study was aimed at investigating teachers’ perceptions and experiences in teaching life sciences using their second language. The study was underpinned by the socio-constructivism perspective, since the main focus was on language in life sciences classes. The study took place in Orange Farm, a township characterised by culturally and linguistically diverse people. The sample included six teachers who were all English-second-language speakers. The researcher collected data via two modes. Firstly, in order to establish teachers’ perceptions regarding the teaching of life sciences using English, which is their second language, the researcher administered structured interviews with each of the six teachers. Secondly, in order to explore teachers’ experiences in teaching life sciences using English, which is their second language, the six teachers were each observed while teaching a grade 11 life sciences class. The findings from both interviews and observations showed that language difficulties are prominent in life sciences classes, and township teachers experience various challenges in ensuring that scientific concepts are well explained to the learners. The findings also indicated that the perceptions teachers hold are different from their actual experiences in the life sciences classrooms.
M.A. (Education)