Developing Materials for L2 Science Learners Junia Ngoepe University of Limpopo South Africa.
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Transcript of Developing Materials for L2 Science Learners Junia Ngoepe University of Limpopo South Africa.
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.