English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

2021 ◽  
Vol 4 (1) ◽  
pp. 44-59
Author(s):  
Dor Prasad Bhandari
Keyword(s):  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Kathmandu Valley ◽  
Medium Of Instruction ◽  
English Medium Of Instruction ◽  
Science Classes ◽  
Depth Interviews

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

scholarly journals Determinants In The Choice Of Comprehensible Input Strategies In Science Classes

2011 ◽  
Vol 8 (1) ◽  
pp. 1-18
Author(s):  
Crisanta Comia Buri
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Poor Performance ◽  
Medium Of Instruction ◽  
The Poor ◽  
Comprehensible Input ◽  
Filipino Students ◽  
And Mathematics ◽  
Science Classes ◽  
Bilingual Education Policy

The Bilingual Education Policy, which was launched in 1974 and revised in 1987, has resulted in the limited exposure of Filipino learners to the English language. This is because the policy reversed previous policies and stipulates that in only two content area subjects, namely, Science and Mathematics is English to be used as medium of instruction. The limited exposure to English has been cited as one of the reasons for the declining proficiency in English of Filipino students since the promulgation of the policy (Gonzales, 1986). On the other hand, the use of English as medium of instruction in cognitively demanding subjects such as science and mathematics has also been given as the reason for the poor showing of students and even teachers themselves in nationwide tests in Science (Maminta, 1985). The overall downtrend in student achievement as evidenced by the poor performance on all of the tests has given rise to two issues concerning the policy. First, is the language for initial literacy and the second is the medium of instruction in science and mathematics. These language issues are crucial in as much as language is the primary vehicle of expression and thought exchange in the classroom. Teaching and learning are in fact language tasks carried out largely by means of verbal interaction between teacher and students (Bellack, et al 1966). The exchange of ideas between students and teachers is largely done through language as they talk about concepts in science, mathematics and other content areas.

scholarly journals TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 51
Author(s):  
Pritha Anggiarima
Keyword(s):  
Bilingual Education ◽  
Science Teachers ◽  
Primary Schools ◽  
Educational Background ◽  
Teaching Science ◽  
Average Score ◽  
Medium Of Instruction ◽  
School Teachers ◽  
Primary School Teachers ◽  
Young Learners

English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.

scholarly journals Reformed Teaching and Learning in Science Education: A Comparative Study of Turkish and US Teachers

2017 ◽  
Vol 6 (3) ◽  
pp. 23 ◽  
Author(s):  
Burhan Ozfidan ◽  
Baki Cavlazoglu ◽  
Lynn Burlbaw ◽  
Hasan Aydin
Keyword(s):  
Science Education ◽  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Teaching Science ◽  
Science Teaching And Learning ◽  
Learning And Teaching ◽  
American Science ◽  
Study Results ◽  
Teachers Beliefs

Achievements of educational reform advantage constructivist understandings of teaching and learning, and therefore highlight a shift in beliefs of teachers and apply these perceptions to the real world. Science teachers’ beliefs have been crucial in understanding and reforming science education as beliefs of teachers regarding learning and teaching science impact their practice. The purpose of this study was to compare US and Turkish science teachers’ beliefs about reformed learning and teaching science. As an instrument, we used Beliefs about Reformed Science Teaching and Learning (BARSTL) to collect and measure the teachers’ beliefs regarding teaching and learning science education. We used an independent-sample t-test to analyze Turkish and American science teachers’ beliefs about reformed learning and teaching science. In total, 38 science teachers from the US and 27 science teachers from Turkey participated in this study. Results showed that US science teachers’ beliefs about reformed learning and teaching science are statistically higher than Turkish science teachers. The results of this study also indicated that although American and Turkish science education aim similar constructivist views on learning and teaching science, American science teachers hold more reformed beliefs in science teaching and learning than their Turkish colleagues.

scholarly journals An Investigation of Lecturers’ Teaching through English Medium of Instruction—A Case of Higher Education in China

2020 ◽  
Vol 12 (10) ◽  
pp. 4046
Author(s):  
Haijiao Chen ◽  
Jinghe Han ◽  
David Wright
Keyword(s):  
Teaching And Learning ◽  
Southern China ◽  
Academic Staff ◽  
Medium Of Instruction ◽  
Knowledge Presentation ◽  
Higher Education In China ◽  
English Medium Of Instruction ◽  
Education In China ◽  
English Instruction

Teaching through English Medium of Instruction (EMI) is a theory-based pedagogy that has been adopted in many European and Asian countries as a strategic initiative in educational internationalization. To date, there has been little research into EMI in-class teaching and learning. In effect, lived experiences in EMI in-class practice have been largely ignored. To address this gap, we reported on a case study that explored the linguistic and pedagogical characteristics of EMI lecturers’ teaching in a university in southern China. Twenty academic staff in the university’s EMI programs were recruited. Their in-class EMI teaching processes were observed and audio-recorded. The data was analyzed by drawing upon multilingualism and instructional design theories. This research found that Chinese EMI lecturers’ bilingual repertoire led to their English instruction featuring Chinese language influences, from pronunciation to syntax and that translanguaging strategies were purposively employed to achieve their goals including students’ cognitive understanding, affiliative bonds and the lecturers’ own survival for teaching. Further, that and the instruction applied in the EMI classes were more topic-centered than problem-centered, focusing on activating new learning and knowledge presentation through demonstration.

scholarly journals TEACHING SCIENCE USING ENGLISH DONE BY PRIMARY SCHOOL TEACHERS IN MALANG

2019 ◽  
Vol 6 (1) ◽  
pp. 51-57
Author(s):  
Pritha Anggiarima
Keyword(s):  
Bilingual Education ◽  
Science Teachers ◽  
Primary Schools ◽  
Educational Background ◽  
Teaching Science ◽  
Average Score ◽  
Medium Of Instruction ◽  
School Teachers ◽  
Primary School Teachers ◽  
Young Learners

English as a Medium of Instruction (EMI) is relied by many teachers to achieve bilingual education goals. The purpose of teaching any other subjects in English is to prepare the students to learn from the firsthand sourcewhen later they pursue higher education. However, there are some challenges when it comes to the practice in young learners. This paper discusses the strategies and problems faced by science teachers in bilingual primary schools in Malang. A questionnaire was distributed to all science teachers who were delivering their lesson in English to determine their educational background, strategies, experiences, and obstacles when they were teaching Science using English. The researcher also asked them about the textbook they used and the students’ average score in Science. As a result, it can be analyzed how successful the teaching of Science using English in bilingual primary schools in Malang.

scholarly journals DEVELOPMENT AND APPLICATION OF THE PRACTICAL ON-SITE COOPERATION MODEL (POCoM) FOR IMPROVING SCIENCE TEACHING IN SECONDARY SCHOOLS

2015 ◽  
Vol 14 (1) ◽  
pp. 45-63
Author(s):  
Jongwon Park ◽  
Youngmin Kim ◽  
Young-Shin Park ◽  
Jongseok Park ◽  
Jin-Su Jeong
Keyword(s):  
Science Teaching ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Revolutionary Change ◽  
Teaching Improvement ◽  
Teaching Expertise ◽  
Gradual Improvement ◽  
Cooperation Model ◽  
Science Classes ◽  
Actual Teaching

This study aimed to improve science teaching in a practical way by activating teachers’ potential teaching expertise or professional knowledge. We developed an alternative in-service approach, the Practical On-site Cooperation Model (POCoM), according to the following principles: (1) the “bottom-up” approach, where observed problems in science classes are improved practically and immediately without any pre-determined teaching plan or materials; (2) “cooperation” between researchers and teachers to improve teaching; (3) “naturalistic settings” where various real problems occur in actual teaching and learning situations; and (4) “gradual improvement” rather than revolutionary change. The POCoM was applied with three science teachers, and 24 classes were observed. We found about 65%–96% teaching improvement. The analysis of the cooperation processes and science teaching in classrooms identified seven types of successful improvements and five types of unsatisfactory cases, including their reasons and features. Key words: cooperative model, in-service teacher, observational protocol, professional development, science teaching.

scholarly journals The implementation of school-literacy-movement: Integrating scientific literacy, characters, and HOTS in science learning

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Evi Suryawati ◽  
Fitra Suzanti ◽  
Suwondo Suwondo ◽  
Yustina Yustina
Keyword(s):  
Global Warming ◽  
Science Teachers ◽  
Junior High School ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science Learning ◽  
Education Department ◽  
K 13 ◽  
New Policies ◽  
Science Classes

This study aimed to examine the implementation of the School Literacy Movement (SLM) by observing its impacts toward the scientific literacy, characters, and HOTS of Grade VII Junior High School (JHS) students in Pekanbaru within the context of K-13. The survey was conducted with 45 natural science teachers on the basis that they have integrated K-13 into their teaching and learning. The data of SLM implementation was obtained from the teacher by means of questionnaires and observation which was conducted in science classes in three JHS in pollution and global warming topics. The results showed that 49.13% of activities were successfully implemented by SLM. The results showed that students’ scientific literacy in the three schools were 69.5%, 76.3%, and 75.2%. Meanwhile, the character values have reached 80.6%, 76.4%, 72.9%, and students’ HOTS values were 73.0%, 72.5%, and 73.3%. Based on the survey, it can be concluded that although the school has pioneered SLM, the strengthening of scientific literacy, characters, and HOTS has not been executed by all teachers who implement K-13 due to various obstacles need new policies to assess the execution of the SLM program by the local education department.

scholarly journals MATHEMATICS EDUCATORS’ PERSPECTIVES ON CULTURAL RELEVANCE OF BASIC LEVEL MATHEMATICS IN NEPAL

2021 ◽  
Vol 12 (1) ◽  
pp. 17-48
Author(s):  
Bed Raj Acharya ◽  
Mukunda Prakash Kshetree ◽  
Bishnu Khanal ◽  
Ram Krishna Panthi ◽  
Shashidhar Belbase
Keyword(s):  
Curriculum Design ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Cultural Relevance ◽  
Kathmandu Valley ◽  
Cultural Aspects ◽  
Mathematics Educators ◽  
Mathematics Teaching And Learning ◽  
Depth Interviews ◽  
Basic Level

The main purpose of this paper was to explore mathematics educators’ perception of the cultural relevance of basic level mathematics in Nepal. The design of this study involved an interpretive qualitative approach by administering in-depth interviews with five purposively selected mathematics educators teaching at five higher education institutions in the Kathmandu valley. Each interview was audio-recorded and transcribed for coding and constructing themes. The major themes that emerged were teaching in a mother language, contextualized Ethnomathematics, and the local knowledge in the curriculum as a teaching approach. The findings of the study can be helpful to curriculum designers and teachers at the basic level of mathematics. The study also adds to the literature of cultural aspects of mathematics teaching and learning and curriculum design.

scholarly journals Effect of multimedia in teaching Science at secondary level

2021 ◽  
Vol 2 (01) ◽  
pp. 19-29
Author(s):  
Bishnu Kumar Dahal
Keyword(s):  
Secondary School ◽  
Science Teachers ◽  
Teaching And Learning ◽  
Secondary Level ◽  
Teaching Science ◽  
T Test ◽  
School Students ◽  
Chi Square ◽  
Interview Session ◽  
Chi Square Test

The aim of this study was to investigate the effect of multimedia in teaching Science at Secondary School and attitudes toward Information and Communication Technology (ICT). The study was an experimental research design with two groups employing a pre-test and post-test. The sample schools were two public secondary school of Lalitpur district. Participants were 68 students from grade 10 studying Science from two schools. Furthermore, five science teachers in that school were also taken as samples for an interview session. The data were analyzed through statistical devices, such as mean, standard deviation, variance, t-test and chi-square test. The differences between means were computed by using two tailed t-test at 0.05 level of significance. The results indicated that the mean achievement of the group using multimedia projector was significantly better than the group without using multimedia projector. The findings of this study therefore provided strong evidence to support the use of ICT, particularly multimedia technology, in the teaching and learning of Science among secondary school students. Furthermore, the results also showed that the secondary level science teachers have positive attitude towards ICT in teaching science in the classroom.

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