Studies on the importance of language in science learning have been going on for quite some time now (Okebukola, Owolabi & Okebukola, 2013:63). Since the end of the last century, researchers have been investing on studies to investigate how language enhanced or militated against the smooth teaching and learning of science. Findings of studies by Fafunwa, Macaulay, and Soyinka (1989:31) show that the LoLT has positive attitudinal effects on how children learn science and their attainment of science concepts. Other studies by Olarewaju (1986:6) and Blankson (2006:9), found that the positive effect was mediated by student variables such as the need for achievement, home support, and their general intelligence. Generally, findings of studies on language and science learning indicate an overall positive result (Okebukola, Owolabi & Okebukola, 2013: 63).
The study by Okebukola, Owolabi and Okebukola (2013) was intended to find out if there was any match between the national language policy and practice by observing what transpired in selected schools in rural and urban areas of Nigeria. Their findings also revealed other issues that needed to be considered in constituting their national language policies.
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Communication is not the only use for language. We also use it for expressing our cultural outlook of the world. Communication is a critical tool for inclusion of indigenous science into the school science curriculum (Shizha, 2007:307). Language is also used for communicating scientific concepts to pupils (Okebukola, 2013:62). Bennett, (2003:173) echoes the same sentiments: “Language is the most important resource for communicating ideas.” However, she laments that many pupils find the science subject difficult to understand. Simala 2001:311) contends that language enables us to understand and make sense of the world of science. The mediator of all our knowledge and experience of science concepts and principles is language. Language is at use when learners and teachers interact in the science classroom. In any subject, learners need basic language skills to understand information and express their ideas on it. Learners also use language to get skills that are critical for them to earn a living (Yushau, 2004:183). ESL learners find communication in science difficult mainly because it is impeded by the use of a language which is difficult for them (Cummins, 2000:200).
Language is very critical in the learning and teaching of science because it is used by learners to develop their scientific knowledge. Teachers also use it to communicate scientific concepts to their pupils as well as to understand their pupils’ learning processes. Language is a very vital tool that is used for expressing ideas and information. Lemke (1998: 88) gives the following examples of different linguistic and non-linguistic modes used for communication as: “listening and talking; reading and writing; discussing and arguing; narrating and describing; using actions, images and symbols. All these are ways of signalling meaning and semiotics.”
Valentino (2010:76) contends that any kind of teaching in any subject involves use of language. Derewianka (1995:124) also believes that language and learning are inseparable: “The content of any learning is ultimately embodied in language. To learn content is to learn language.” He goes on to explain that one of the functions of education is to help children to explore and make sense of their world. That cannot happen without language. Language enables us to explain the relationship that we observe between phenomena. Children use language to observe, describe, define, compare, contrast, group and classify organisms and objects in nature. Pupils use language to ask questions about what they observe. They use it in scientific enquiry to answer their own questions, observe changes taking place, noting patterns, grouping and classifying animate and inanimate objects and carrying out simple comparative tests (Bianchi & Booth, 2014:38). Therefore, pupils should be proficient in theLoLT to master basic scientific skills. Poor linguistic skills can inhibit learning (Siwela, 2013:52).
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When learners use their mother tongue as the LoLT, they are generally thought to have an advantage over their counterparts who are being taught in a second language or third language (Oyoo, 2015). It is impossible for learners to learn effectively when they do not have the necessary language skills to do so in the LoLT (Setati, 2011:9).
In science teaching, language is critical in communicating scientific concepts to learners. The findings of studies involving practitioners in several countries reveal that teachers do most of the talking in classrooms (Oyoo, 2015:12). In a science lesson, language encodes the science message from the teacher and learners decode the message only if they understand the language. A biology lesson taught in Chinese to a group of students who understand only Yoruba is described by Fafunwa et al (1989) as sowing seeds on a rocky surface (Okebukola, Owolabi & Okebukola, 2013:64). Therefore, language plays a critical role in the teaching of ES concepts. This means that a teacher’s language is vital in teaching and learning of science (Oyoo, 2015:13).
Bennett (2003:174) contends that the importance of language in the teaching of science has always been acknowledged. Pupils should become familiar with the vocabulary of science if they are to understand science subjects (ibid). Though obviously important, this aspect of language is only part of the story. She explains further that understanding science is more than just ‘knowing the meaning’ of particular words and terms, it is about ‘making meaning’ through exploring how these words and terms relate to each other. This can only be achieved if teachers and pupils are able to communicate effectively with each other, and this places language at the centre stage of science teaching. Indeed, this is what makes the LoLT important.
Vygotsky (1978:26) observes that children solve practical problems with the help of their speech as well as their eyes and hands. This observation is highly applicable to ES lessons. A constructivist approach to learning puts emphasis on the requirement for careful inquiry to extract pupils’ ideas and the importance of offering room for pupils to explain their reasoning through oral discourse. Pupils are expected to use their ideas and the language of science to contribute meaningfully in science lessons.
In teaching, language can be used in different ways such as explaining, describing, discussing, questioning and formulating arguments. Other ways of passing on information include visual representation whereby symbols and images are used. This is true of science, which makes vast use of diagrams, charts, chemical symbols, graphs, mathematical symbols, formulae and
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equations. The study of the use of language, signs and symbols to communicate meaning is known as semiotics (Bennett, 2003:175).
Bennett (2003:176) draws our attention to the key issues and important questions that are often asked by people concerning language in science lessons. I have summarised them below as follows:
• What factors make debates on language in science lessons a contemporary issue?
• What challenges do pupils face when dealing with the specialist vocabulary of science and related terminology? What solutions can be proffered?
• To what extent does classroom discourse in science lessons enhance or inhibit cognitive development?
• How does writing in science lessons enhance learning? To what extent should pupils be encouraged to utilise different writing styles?
• How does reading in science lessons enhance learning? How can it be used most effectively?
• How does research in language use and theories of language development contribute to recommendations for strategies to utilise in the classroom?