developing materials for l2 science learners
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Developing Materials for L2 Science Learners. Junia Ngoepe University of Limpopo South Africa. Outline. Goal(s) Students Background Teaching Team Curriculum Organisational Matters Course Content Materials. Introduction. - PowerPoint PPT PresentationTRANSCRIPT
Developing Materials for L2 Science Learners
Junia Ngoepe University of Limpopo
South Africa
Outline
• Goal(s) • Students Background • Teaching Team • Curriculum • Organisational Matters • Course Content • Materials
Introduction
• Previously disadvantaged English second language science learners at University of Limpopo (UL) need support.
• This can be in the form of specific materials for these students who have shown potential to succeed in Maths and the Sciences.
Programme Goal
• Bachelor of Science Extended Degree Programme (BSc EDP) as known as UNIFY
• The long-term goal is to enable more black students to enter a science-based programme to make a good start with degree-level work
• This will lead to more graduates in the fields of Natural Sciences, Pharmacy, Optometry, Medical Sciences and Agriculture
English & Study Skills (ESS) Goal(s)
• The students’ academic and general proficiency in English should improve
• They should acquire language and study skills which will enhance their academic performance in Mathematics and the Sciences
Students’ Background
• They are at the threshold of studying at university • Obtained a National Senior Certificate (NSC)
qualification • Have passed NSC General English (GE)• But did not qualify to be admitted into the Science
faculty at the University of Limpopo (UL)• They have shown potential to succeed in the
sciences • They are L2 speakers of English
Student Background (Cont.)
• English is the language of tuition at UL • They are taught science in English• They have been educationally disadvantaged• Had inadequate access to educational services
and opportunities to develop their full potential as students in Mathematics and the Natural Sciences
• Most will be first generation university graduates in their families
Teaching Team
• Made up of language and content lecturers• Local and expatriate staff, at inception • Qualified local teachers have taught at NSC level
before• Locals qualify to teach at University ( M & D
levels)• Language lecturers have some science
background• Expatriates experienced in science education
matters• Locals needed training in science education
Curriculum
• Biology, Chemistry, Mathematics, Physics & ESS, and Computer Literacy
• Programme curriculum is interdisciplinary in nature
• ESS is an intensive pre-study course (i.e. foundation) in an English – medium institution
• Course starts with a diagnostic test• There are contact sessions and tutorials &
practicals are included e.g. Project
Some Organisational Matters
• Experienced expatriate staff• Accelerated staff development programme
for locals • Weekly sectional meetings for teaching
progress as well as materials development• Occasional content interdisciplinary meetings • Marks’ board at end of every term to monitor
student progress
Some Organisational Matters ( Cont.)
• Mainly learner-centred approach • BSc EDP sticks to teaching 150 students on
average • 5 groups of 30 students in each of the 5 core
subjects• 5 contact periods per group per week• ESS compulsory & non-repeat • Double-marking practised e.g. Biology and English
‘Woodlice experiment’
Course Content
• ESS focuses on techniques and skills needed by students to become efficient and affective learners
• These skills include reading and interpretation as well as writing and expression skills
• The course also covers aspects of grammar which are of particular relevance to scientists or which have been identified as areas of weakness in students’ writing.
Course Content (Cont.)
• Emphasis is also placed on the writing of clear, straightforward and grammatically correct sentences, and putting them together to make a cohesive whole
• ESS also endeavours to encourage both writing and verbalisation of concepts taught in other sections
Materials
• Materials are potential tools for learning and are supposed to be generators of lively intellectually engaging activities (Pinto da Silva, 1993: 40)
Materials (Cont.)
• The ultimate objective is that the materials used as well as the tasks performed should replicate what usually takes place beyond the classroom boundaries (Ahellal, 1990: 38)
Materials (Cont.)
• Lecturers should continually be concerned with asking themselves whether their materials are producing the results they intend to achieve
• If not, how can they improve or replace them
Materials (Cont.)
• ESS science materials could be characterised by appropriacy, authenticity and be prepared in-house
• They are also a combination of internationally – and locally produced materials
ESS Materials
• 5 study notes • Reference materials • Adapted for cohorts of students
Study Manuals
• Grammar and Word Classes Module
• Writing Module 1
• Writing Module 2
• Readings Comprehension Passages (Science Readings)
• Listening Comprehension and Mini-lectures booklet
Grammar & Word Classes Module
8 Units:
• Singular & Plural Form of the Verb• The Impersonal Scientific Style – The Passive • Modality • Word Classes
Grammar & Word Classes (Cont.)
• Countable & Uncountable Nouns • Using the Dictionary to Find Meanings • Linking Devices • General & Specific Sentences • Supplementary Exercises
Writing Module 1
5 Units • Cause & Effect • Quantity & Comparison• Relationships • Describing Structure, Content & Function• The Passive 2
Writing Module 2
2 Units • Describing Graphs • Note-taking & Note-making
Reading Comprehension Passages
14 Science Readings (include questions/tasks)• Energy and related problems in Malawi • The motor car and pollution• Sick miners pay full price for gold • Wake-up call for world’s health • The rise and rise of Pakistan’s people
Reading Comprehension Passages (Cont.)
• Contraception for elephants – a viable option?
• The world’s food • Pollution and lung cancer • Back to the days of deadly smock • Will it get any worse?
Reading Comprehension Passages (Cont.)
• Less is more • Lead blights the future of Africa’s
children• Greenhouse gases and the global
warming trend • The social costs of excessive alcohol
consumption
Listening Comprehension Mini-lectures
• These lectures are for note-taking practice• The lecturer simulates a lecture while students
take notes• Mini – lectures are ‘The Field Trip, Energy, The
Noble Gases, The Preservation of Food’, etc. • Students do pertinent exercises pre- or post
mini-lectures attendance
Reference Materials
The following reference materials complement study materials
• The Oxford Paperback Thesaurus
• Longman Dictionary of Contemporary English
• Oxford Dictionary of Science
• Practical English Usage, International Student’s Edition
Reference Materials ( Cont.)
• UNIFY Student Handbook
• Periodicals such as ‘New Scientist’ and ‘The Mail and Guardian’
• Websites such as ‘Google’, ‘Yahoo’, ‘Mamma’ and ‘Wikipedia’
Methodology
• Students sit for a language of science pre – test
• Materials suitable for identified needs are used for the cohort of students
• Students sit for a language of science post – test after materials were used
• Performance in the 2 tests compared
Results
• Students perform significantly better in post – test
• Specific materials be developed for cohorts of disadvantaged English language students in the sciences
• The number of disadvantaged students who succeed in Maths and the Sciences will increase, in the long term
Conclusion
• If language and content teaching staff work in concert towards improving second language science learners’ proficiency, the number of students who succeed in the sciences will increase.
References
• AHELLAL, M. 1990. Using Authentic Materials in the Classroom: Theoretical
Assumptions and Practical Considerations. English Teaching Forum, 28(2): 37-38.
• HUTCHINSON, T. & WATERS, A. 1987. English for Specific Purposes. Cambridge:
Cambridge University Press.
• JANSEN, J., NTSHINGILA-KHOSA, R. & CRANFIELD, C. 2005. University of the
North Mathematics and Science Foundation Year (UNIFY) Phase II. Final (Ex-Post)
Evaluation. Unpublished Report. Pretoria: European Union Commission.
• NGOEPE L. J. 2007. The University of Limpopo Mathematics and Science foundation
year course in English and Study Skills: an evaluation. Potchefstroom: North West
University (Thesis – PhD).
• PINTO DA SILVA, C.1993. ESP: Back to Methodology. English Teaching Forum,
31(2): 40-41.