Language of Science

Wellington and Osborne (2001:1) observe that learning the language of science is an important aspect of science education and that in every science lesson delivered by the teacher, language is taught. The two authors go on to explain that one of the biggest problems met by pupils learning science is learning the language of science (p. 9). This problem of learning the language of science is experienced by both learners whose L1 is English as well as those whose L1 is not English. Generally, L1 English-speakers face substantial challenges in learning the scientific vocabulary. This problem is aggravated in learners who speak English as a second language. The use of the first language in teaching the English second language learners has proved to be a key way out to this challenge (Carrier (2005).

Learners in Tanzanian secondary schools have been observed to lack enough proficiency in English to enable themselves to use it as a LoLT at school, but they are practically good at written communication in Kiswahili, an L1 for the majority of the learners. To go round this problem, most teachers code – switch from English to the learners’ L1. If the teachers teach in English only, “it is like teaching dead stones,” says one of the teachers. In Tanzania, lack of proficiency in the English language is also observed at university level (Pitman, Majhanovich & Brock – Utne, 2010: 5). If secondary school and university learners lack proficiency in the English medium of instruction, what should one expect from primary school pupils whose L1 is not English? Language is the major barrier in learning science to most learners (Wellington & Osborne, 2001:

74 2.13 Summary

In this study, I am investigating problems that arise as a result of the use of ESL in learning ES in Zimbabwean primary schools. In this chapter, I explained the theoretical framework that informs this study. I chose the phenomenological case study research design because it is the most suitable one that answers my research questions. This study is also influenced by the Second Language Acquisition (SLA) Theory which proposes that there are five major stages through which a human being passes during a second language acquisition. Haynes (2015) and Oliveri (2015) observe that learning to speak and write in one’s mother tongue is often challenging, let alone acquiring the same skills in a second language. There are several factors that can militate against the smooth acquisition of a second language.

Vygotsky’s theories also played a major role in informing my study. Through his ZPD, learners can only complete certain tasks, such as acquisition of L2 and grasping of ES concepts, after having been assisted by teachers, parents, siblings and more competent peers or adults. The learners develop meaning with the assistance of teachers, more capable peers and so on. Language is the mediator of this shared discourse. Vygotsky (1962) maintains that it is impossible to separate language and thought. He sees the major characteristics of human learning as a semiotic process, which is a process of making meaning. Wherever language is being used, there is semiotic mediation going on. We owe the concept of semiotic mediation to Vygotsky and his colleagues.

The concept of code-switching was also discussed in this chapter. Code-switching can be defined as a phenomenon in which speakers alternate between two or more languages in one conversation. It facilitates communication and understanding between the speakers. In class, code-switching is influenced by several factors such as the learners’ language deficiency. It is useful when learners fail to understand what the teacher is saying in a lesson. Researchers agree that code-switching has important functions inside and outside the classroom. Through it, motivation can be improved. However, some people argue that code-switching is time consuming and that learners end up lacking proficiency in both their L1 and L2.

Issues of language policy in Zimbabwe and elsewhere were also discussed. Prinsloo (2012: 26) gives a summary of the main aims of a national language policy. Some of these aims are to: enhance full participation in national issues through equal access to education; develop all the national official languages; support the teaching and learning of all languages used at school, religious activities, international trade and communication and sign language; redress disadvantages emanating from mismatches between the home language and the LoLT; and

75

develop programmes which redress previously disadvantaged languages. What we need to do is to maintain our local languages but at the same time assist learners to acquire their second language (ibid).

Some studies conducted in Zimbabwe reveal that the country lacks an effective clear, coherent and explicit language policy. Instead, there is an Education Act of 1987 that stipulates that English, a second language to the majority of the learners, should be used as the LoLT from grade 4 upwards. Learners in grade 3 and below should be taught using their mother tongue as the LoLT. That mother-tongue policy was amended to extend the use of the child’s mother tongue as the LoLT up to grade 7.

Well documented empirical studies conducted on LoLT in and out of Zimbabwe reveal that the best medium for teaching a learner is his or her mother tongue. These studies also reveal that language is critical in communicating scientific concepts to pupils. However, other studies reveal that stakeholders like teachers, parents and the learners themselves, preferred English as the LoLT in science and other subjects because indigenous languages have no economic benefits locally and abroad. Findings of several studies conducted in Zimbabwe and elsewhere reveal that there are challenges to be encountered when ESL is used as the LoLT science in primary schools.

Studies conducted by Thomas and Collier (2002) showed that learners who were taught using two languages, that is bilingually, performed better than those who were taught using English only, that is monolingually. All African countries are multilingual and independent, but English and other foreign languages such as French and Portuguese remain the only LoLT in schools. The issue of the use of the mother tongue at primary school level has not been successfully implemented in Zimbabwe, hence this study.

Finally, this chapter discusses the possibility of using the mother tongue as a LoLTin class. Advantages of using it as a LoLT are highlighted in previous studies that are reviewed in this chapter. Currently, ESL is the medium of instruction for the majority of our learners. Problems caused by the use of ESL as a LoLT are also highlighted in some studies reviewed in this chapter.

76 CHAPTER 3

RESEARCH DESIGN AND DATA COLLECTION

3.1 Introduction

Zimbabwe is a multilingual nation with 16 official national languages (Constitution of Zimbabwe Amendment (No. 20) Act 2013:17). The dominant languages are Shona and Ndebele, which are spoken in Mashonaland and Matabeleland respectively (Gotosa, Rwodzi and Mhlanga, 2013; Nhongo, 2013; Shizha, 2012; Makanda, 2011). English, the L1 of a minority of the population of Zimbabwe, is the language of government and commerce. English is also the official LoLT at school from grade 4 upwards according to the Education Act of 1987. But for grades 1 – 3, the pupils’ mother tongue is used as the LoLT. Despite the fact that this Act was amended in 2006 to extend the mother tongue policy to grade 7, English continues to be used as the LoLT at all levels of the primary school. That is the observation that I have made from my long experience as a lecturer at a primary school teachers’ college.

In Zimbabwe, English is not the L1 for the majority of the learners. In this study, I am arguing that at primary school level, pupils whose L1 is not English have not yet mastered enough English to enable them to use it as the LoLT in ES. So there are bound to be problems as a result of this practice. In this study, I am investigating these problems that arise as a result of the use of ESL as the LoLT in ES lessons at primary school level.