Breaking Down the Language Barrier - Literature review Example

Breaking Down the Language Barrier Introduction The significant rise of EAL presents a new set of challenges to the education s. EAL students are not only learning English, but are at the same time learning the language of Science. Science is a subject that incorporates complex terms and definitions, with a majority of the terms being of Greek and Latin origin. These relatively new terms are challenging to EAL students as they make it difficult to navigate the language of Science, thus inhibits their attainment of Academic literacy, particularly in the subject of Science. In light of their integral role in ensuring students achieve academic excellence; teachers have adopted several strategies so as to facilitate effective learning by EAL students. This paper reports on teachers and students responsiveness to several adopted strategies in an attempt to assist EAL students in their attainment of academic excellence. Adoption of Inquiry Based Strategies Researchers propose the utilisation of instructional interventions in the teaching of Science. According to Cummins, the instructional interventions should be based on three pillars, that is, activating prior knowledge, access content and extending language (Cummins 2009:1). The author argues by exploring the etymology of scientific words, teachers can facilitate the learning of EAL students. The author hypothesises that students tend to construct meaning to a scientific text by utilising their prior knowledge of language, science, and of the world in their learning (Cummins 2009:1). The EMA teachers on the other hand propose the utilisation of word roots. A majority of the words in a language are derived from other words in the same language. In the language of Science, a majority of terminologies are based on word roots, for example,the word ‘Photosinthesus’ lacks an understanding of the word root ‘syn’ therefore students are unable to connect the term with the concept of structure as is synthesis(EMA 2002:9). Arguably, by learning the root of a word, an EAL learner will be able to remember the new word (EMA 2002:9). The utilisation of hands-on-activities can be utilised in the teaching of EAL learners. Hands-on science facilitates less interaction with the complex language contained in science textbooks and permits a more significant learning of concepts by engaging students in science activities (Fernandez 2011). Practical activities enable students to develop questions, form hypotheses and to carry out investigations thus facilitating learning. Inevitably, EAL students become more versed in the language and process of science, regardless of the language barrier (Fernandez 2011). Visual aids can also be incorporated in an inquiry-based classroom. Teachers often utilise Scientific and teaching models as effective tools for the learning of Science. These scientific tools encompass generally accepted views of scientific concepts, such as rays of light, the concept of energy and the cell as the basic building block of life(EMA 2002:6). Teaching models, on the other hand, are general and entail physical models, visual diagrams, flow charts, graphs, charts and tables amongst others. Researchers observe that models and analogies are an effective teaching tool for EAL learners as they provide concrete illustration of abstract ideas and complex relationships (EMA 2002: 5). The model and analogy used should be relevant to individual pupils learning EAL. The foreign-born students come from diverse environments, with some of them being exposed to urban development whereas others are unfamiliar of the life in urban areas. Teachers are expected to understand the cultural differences and the subsequent cultural shock that EAL students are exposed to and ensure that the models used do not accelerate the gap in achieving academic attainment. For example, when teaching about electricity, pupils living in towns are familiar with the use of traffic flow systems as a teaching model. However, students from rural areas would require a more relevant model such as the transportation of water (EMA 2002:6). Understanding the Effectiveness of Inquiry-Based Strategies In an attempt to comprehend the effectiveness of an inquiry-based approach to facilitate the learning of EAL learners, information was obtained through the use of questionnaires. The established questionnaire consisted of well-structured questions geared towards obtaining information regarding the strategies incorporated in facilitating the learning of EAL students and the effectiveness of these strategies to EAL students. Two questionnaires were designed, each with different sets of questions targeting the two types of participants involved in this research. The present study involved eight Science teachers and 25 EAL students from a year 9 EAL class. The questionnaire entailed three integral items that involve literacy activities in Science. The first category involves integrating reading in Science instruction, the second entails integrating writing for EAL learners in Science and the last category involves integrating the appropriate (English) grammar in the Science instruction. The type and quantity of science instruction in which teachers engaged in the teaching of EAL varied considerably from teacher to teacher. The teachers facilitate the learning of scientific terminologies through a variety of strategies, such as repetition of keywords, word games, spelling tests and visual aids amongst others. EAL students can learn sentence structure through the use of model sentences, sentence starters, fill in the gap activities, writing paragraph summaries and arranging sentences in the correct order. Reading in the classroom is integrated in various ways. Two teachers stated that they facilitate reading for 10-20 minutes in the lesson. Two of the teachers stated that they facilitated reading in the classroom for three minutes, with the remaining four teachers admitting that they allowed reading depending on the context of the lesson. Listening in a Science classroom is challenging for EAL students. Five teachers stated that they allowed around twenty minutes of listening in each lesson. EAL students can develop active listening skills through video clips, pupils’ presentations in the classroom and class discussions amongst others. The use of dialogue is encouraged through regular questioning and answering during the lesson. The 25 students who participated in this study were presented with a Yes or No questionnaire. The questions were designed to address the perception of EAL students regarding Science as a concept, the students’ response to the teachers’ strategies and which strategies the students prefer. 40% of the EAL learners admitted that Science concepts are challenging in their learning of the subject. 64% of the students stated that they do not engage in practical activities, with 80% of the EAL learners admitting that the use of practical activities would significantly facilitate their learning of Science. Only 24% of the students use the Dictionary in the Science lesson while 56% of the students do not seek teacher’s assistance. However, 60% of the students stated that more Teaching Assistance in the classroom will significantly facilitate their learning. The students positively responded to the use of visual aids, with 96% admitting that visual aids were effectively used in their Science lessons. 44% of the EAL learners prefer to understand the concepts in Science rather than remembering them. Lastly, 60% of the students are worried about failing in Science. Discussion of Findings The research questions underpinning this study include: (1) how do teachers address the challenges emanating from the learning of science by EAL students? And (2) how do students respond to the strategies incorporated in the teaching of Science? Science is a subject that incorporates complex terms and definitions. Moreover, this subject entails the gathering of information, making inferences, organising and explaining the obtained information. It is evident in our study that there is an insufficient use of practical activities in the science lessons. Consequentially, a majority of the students believe that more practical activities will facilitate their understanding of science content. The use of practical activities is encouraged by Cummins as an effective tool for facilitating the learning of EAL students. According to the author, Hands-on projects facilitate the personalisation of abstract concepts by embedding them in students’ hands-on experiences, thus making it easier for EAL learners to comprehend the concepts of Science. (Cummins 2009:3). Moreover, hands-on projects enable the learner to link the conversational language that they use in their day to day life with the more abstract and specialised language of Science (Cummins 2009:3). EAL students find it difficult to understand Science content because of the lack of understanding of keywords. When teachers focus on the meaning of terminologies, they fail to facilitate learning as the students are unable to comprehend the abstract definition of the keywords. According to Robinson, a majority of teachers fail to link the words with cognate senses. Teachers do not attempt to aid their students to understand the abstract definitions of scientific terminologies, by explaining them in more concrete terms (2005:434). Inevitably, despite the repetition of the words and their usage, the student may fail to comprehend the importance of the words in context. In our study, only six of the students used the dictionary during learning. The dictionary focuses on the definition of the terminologies and thus fails to provide an in-depth understanding of the keyword as a science concept. Students responded positively to visual aids thereby validating the effectiveness of this strategy as a teaching tool. Through the use of visual diagrams, teachers were able to facilitate the learning of complex science concepts. According to EMA, visual tools enable the student to become actively engaged and facilitate communication between the student and the teacher. Students should also be encouraged to develop their models so as to facilitate their understanding (EMA 2002:6). When students develop their own models, their visualisation is enhanced as they can identify the challenging concepts by considering the strengths and weaknesses of their different concepts (EMA 2002:6). Teaching Assistants (TAs) are detrimental to the learning of EAL students. This strategy is particularly useful because a TAs is in a better position to aid students in combating the complexities of the science subject. Arguably, in a multilingual classroom, teachers are often anxious as they face different forms of culture, language, and histories of pupils. This results in a complex interrelationship, interaction and ideology within the classroom environment (Sood &Misty 2011:208). Researchers theorise that a majority of teachers would be able to meet accurately the challenges of EAL learners if they understood the cultural ideologies and values of their pupils (Sood & Mistry 2011:208).Through the use of TAs, the institution will be able to encourage motivation in EAL students. Moreover, TAs are in a better position to incorporate effective strategies that will facilitate the development of skills and techniques in the learning of science (Sood &Mistry 2011:212). Conclusion Science teachers can play an integral role in assisting EAL students develop academic literacy. At the same time, Science as a subject can be used as a means of facilitating learning of the language. EAL learners find the learning of Science challenging due to the complex definitions and concepts contained in the subject. However through the use of inquiry-based teaching techniques, teachers can facilitate the learning of science and the English language. The instructional interventions utilised should incorporate English Language Development techniques, such as the use of appropriate grammar and sentence structure so as to enhance the attainment of literacy efficiency (Zwiep &Straits 2013:1330). Results from this study suggest the incorporation of TAs and more practical approaches in the teaching of science. TAs, particularly bilingual assistants facilitate learning in various ways as they can utilise their cultural knowledge and understanding to facilitate the learning of EAL students (Cable 2004:211). A TAs is also able to draw on children’s knowledge and experience thus enabling children to make links with their prior experiences. 60% of the students preferred the use of a TA so as to facilitate learning. The institution should, therefore, utilise TAs so as to motivate the students and also curb the challenges they face in the learning of science (Cable 2004:215). A more practical approach should be adopted in the teaching of EAL learners. In our study, the institution failed to effectively utilise practical approaches in the learning of science. A more practical approach facilitates scientific inquiry as students are able to generate questions, formulate hypotheses and explain their observations. Practical approaches enable the development of ‘How’ and ‘Why’ questions thus facilitating the development of greater understanding of the concepts of science. Teachers can encourage students to write the conclusions of an experiment or they can engage the learners in science journaling (Hart & Lee 2003:489). Moreover, the practical approach should facilitate dialogic interaction which will ensure the construction of knowledge through dialogue (Haneda & Wells 2008:115). There were several limitations to this study. First, the research is based on the assumption that the EAL students are on a similar level in the learning of the English language. This is problematic as the students may vary significantly in their proficiency of the language thereby facing different challenges in the learning of the curriculum. Second, the research does not incorporate the analysis of the students’ assessment which would significantly aid the understanding of the full scope of the challenge facing students. However, this research is successful in presenting the challenge facing EAL students, teachers’ responsiveness to the students challenge and the effectiveness of the adopted strategies. In our study, the teachers stated that the departmental grouping policies were not flexible to meet the challenging needs of EAL students. The institution should recognise that effective professional development techniques should give teachers ample time to work through content learning integration activities while stressing the importance of active learning for EAL students (Lee & Buxton 2013:114). Teachers are also recommended to utilise practical approaches in their teaching coupled with the effective utilisation of TAs so as to enable students to achieve academic excellence. References Cable, C. (2004) Im going to bring my sense of identity to this: the role and contribution of bilingual teaching assistants, Westminster Studies in Education, vol. 27, no. 2, pp. 207-222, Academic Search Complete, EBSCOhost, viewed 27 May 2015. Cummins, J. (2009) Supporting ESL students in learning the language of science Academic Search Complete, EBSCOhost viewed 27st May 2015. EMA teachers (2002) Access & Engagement Science: Teaching Pupils for whom English is an additional Language Department of Education National Strategies 3, Academic Search Complete, EBSCOhost viewed 27st May 2015. Fernandez, M. (2011) Helping ESL Students in Science: United Federation of Teachers, Accessed from http://www.uft.org viewed 27th May 2015. Haneda, M. & Wells, G. (2008) Learning an additional language through dialogic inquiry language and education, vol. 22, no. 2, pp. 114-136, Researchgate.net, viewed 27st May 2015. Hart, J.E. & Lee, O. (2003) Teacher professional development to improve the science and literacy achievement of English language learners, Bilingual Research Journal, vol. 27, no. 3, pp. 475-501 Academic Search Complete, EBSCOhost viewed 27st May 2015. Lee, O. & Buxton, C. (2013) Teacher Professional Development to Improve Science and Literacy Achievement of English Language Learners, Theory Into Practice, vol. 52, no. 2, pp. 110-117, Academic Search Complete, EBSCOhost, viewed 21 May 2015. Robinson, P.J. (2005) Teaching Key Vocabulary in Geography and Science Classrooms: An Analysis of Teachers Practice with Particular Reference to EAL Pupils Learning, Language & Education: An International Journal, vol. 19, no. 5, pp. 428-445, Communication & Mass Media Complete, EBSCOhost, viewed 27 May 2015. Sood, K. & Mistry, M. 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