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