1 / 18

The Impact of Bilingualism on Science Learning: Insights and Solutions

This presentation explores bilingualism's effects on science education, emphasizing the challenges faced by bilingual learners in England. Key findings from surveys highlight language preferences for dreaming, learning, and reading, revealing that about 10% of students use English as an additional language. Solutions discussed include a pilot project aimed at boosting the confidence and expertise of teachers to better meet the needs of advanced bilingual learners. The project promotes using first languages, creating supportive environments, and raising expectations to enhance student engagement in science.

stella
Télécharger la présentation

The Impact of Bilingualism on Science Learning: Insights and Solutions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Impact of Bilingualism in Science Final Year Project Presentation Marta Caruda M. de C. March 2008

  2. Content: • How to define “bilingual”? • Survey: results & observations • Solutions: - Pilot project 2003 • Summary

  3. Bilingual? Living in England, learning English and using one or more languages. • “Advanced Bilingual Learner” • “Newly arrived to the country” learner >10% have EN as additional language (source: Statistics of Education, 2003)

  4. Bilinguals vs. monolinguals:

  5. In which language do you dream?

  6. Were you born in the U.K.?

  7. Do you always understand the language of your Science teacher?

  8. In which language do you read science books?

  9. How confident do you feel about your English?

  10. Very confident about their English:

  11. Ok about their English:

  12. Would you like to become a scientist in the future? • “Waste of time” • “yes..because its interesting” • “[…] it will be hard work and I don’t think that I am not that good in science” • “[No,] because I want to be a barristar more” • “Because you get a headhach” • “You have to teach nought children” • “Experiments are fun!” • “Because it is dangeroes”

  13. Furthermore… • English: 1st language for 35% bil. pupils (but not spoken at home) • Ofsted’s report More Advanced Learners of English as an Additional language in schools and colleges (2003)

  14. Pilot project:January 2004 • Primary National Strategy (PNS) with Ethnic Minority Achievement (EMA) Unit within the DfES • Aim:“increase the confidence and expertise of mainstream primary teachers in meeting the needs of advanced bilingual learners.”

  15. HOW? • Opportunities for speaking & listening • Use 1st language • ‘Talk partners’ • Pre-teaching

  16. Effects of pilot project: • Higher expectations • More confident • Ask more & ‘expect to understand’ • Use home language at school • Be more ‘on task’ & focused

  17. Summary • Ethnic heritage = underachievement • “ “ = know different • Promote Science: - motivating, demystifying - increasing CONFIDENCE

  18. Acknowledgments • Mr. Harrison and Dr. Smith • St. John’s Primary School staff and students • UAS

More Related