6 research outputs found
Foreign languages in African science classrooms: perspectives on and approaches to language use during teaching
Africa is perhaps the only continent in the world where most formal or school
education is conducted in instructional languages that are foreign to most learners
and their teachers. In contexts where formal learning is conducted in a foreign
language, achievement of general profi ciency in the instructional language is a
necessary fi rst step if any learning is to be expected in that language. In this article,
the objective is to argue an appropriate perspective on – and suggest approaches
to – the use of (the foreign) language by science teachers during teaching. This
article is the outcome of sustained literature reviews of cross-national research on
language in science education over the last 40 years. In this article, a plural nature
of school science is adopted, including it being a distinct language foreign to all
learners, irrespective of their fi rst language. Therefore, the main objective of this
article is to highlight the role of the instructional language as used by the science
teacher and in science texts. This article targets the science teacher with regard
to the well-known need for teacher intervention in the learning of school science.Proceedings of the 4th biennial International Conference on
Distance Education and Teachers’ Training in Africa (DETA) held at
the Eduardo Mondlane University, Maputo, Mozambique, 3-5 August 2011
Science teaching in Africa: enhancing and sustaining teacher efficacy
Given the well-established need for teacher intervention in Science learning, it is
now time for closer attention to be given to research on teachers and teaching in
schools, so as to address the question of quality Science education locally (in Africa)
and internationally. In this paper I argue that Science teacher effi cacy is a key issue
and a major factor in successful implementation of effective Science education in
Africa. It presents the Kenyan case as a typical African scenario. Located in the
sub-Saharan region, Kenya shares similar national development plans and dreams
as well as socio-economic conditions with most African countries. In this report, the
current status of Science education in Kenya is explained, and a blueprint for how
to enhance and sustain effective teaching of school Science, likely relevant to any
country in Africa, is presented. This work argues that teachers’ use of contextual
and practical approaches would enhance the effi cacy of school Science teaching.
The aim of this paper, though focusing on a Kenyan context, is to generate debate
about Science education in Africa, as well as expose issues for cross-border research
on teachers and the teaching of Science.Proceedings of the 5th biennial International Conference on Distance Education and
Teachers’ Training in Africa (DETA) held at the University of Nairobi, Nairobi, Kenya, 30 July - 1 August 2013