Limited Proficiency English Teachers' Language Use In Science Classrooms

被引:0
|
作者
Sharif, Asiah Mohd [1 ]
机构
[1] Univ Malaya, Fac Languages & Linguist, English Language Dept, Kuala Lumpur, Malaysia
来源
GEMA ONLINE JOURNAL OF LANGUAGE STUDIES | 2013年 / 13卷 / 02期
关键词
teacher talk; content-based instruction; change; CLIL; classroom discourse;
D O I
暂无
中图分类号
H [语言、文字];
学科分类号
05 ;
摘要
The English for Teaching Mathematics and Science (ETeMS) policy was reversed in 2012 citing the reason that about 40% of the teachers were still using Malay in the ETeMS classroom hence, affecting the successful implementation of ETeMS. The quality of English used by the 60% and the other 40% especially in the rural areas motivates this study. Data for this investigation was obtained from three English teachers who have limited proficiency. These limited English proficiency (LEP) teachers teach science through English in a rural primary school in Malaysia. Transcripts of nine lessons, classroom observations and teacher interviews were gathered. The findings reveal that the English language used by the LEP teachers was simple and frequently riddled with errors which resulted in distortion of content taught. Errors were linked to negative transfers from Bahasa Melayu, teachers' interlanguage, unsuccessful guesswork and memorizing words without full understanding of meaning. The LEP teachers therefore, made poor models for their students. The researcher concludes that even if the LEP teachers had striven to teach completely in English, the policy may have been seen to be implemented, but the quality of classroom discourse and content taught would have been problematic.
引用
收藏
页码:65 / 80
页数:16
相关论文
共 50 条
  • [31] Patients with Limited English Proficiency: Legal Mandates for Language Assistance Services
    Pope, Thaddeus Mason
    AMERICAN JOURNAL OF BIOETHICS, 2024, 24 (11): : 78 - 80
  • [32] The Integration of English Language Development and Science Instruction in Elementary Classrooms
    Zwiep, Susan Gomez
    Straits, William J.
    Stone, Kristin R.
    Beltran, Dolores D.
    Furtado, Leena
    JOURNAL OF SCIENCE TEACHER EDUCATION, 2011, 22 (08) : 769 - 785
  • [33] Engaging with language play: practices of Korean English teachers in elementary classrooms
    Kim, Sol
    Ahn, So-Yeon
    APPLIED LINGUISTICS, 2025,
  • [34] Making materials use in language classrooms visible: Evidence from two university English teachers in China
    Li, Zhan
    Li, Hongshun
    COGENT EDUCATION, 2021, 8 (01):
  • [35] Limited English Proficiency and Health Service Use in Asian Americans
    Jang, Yuri
    Kim, Miyong T.
    JOURNAL OF IMMIGRANT AND MINORITY HEALTH, 2019, 21 (02) : 264 - 270
  • [36] Science Teachers' Initial Use of NGSS Science Practices in Diverse Classrooms
    Tankersley, Amy
    Hasseler, Elizabeth
    Lewis, Elizabeth
    Lucas, Lyrica
    Helding, Brandon
    JOURNAL OF SCIENCE TEACHER EDUCATION, 2024, 35 (06) : 572 - 593
  • [37] Limited English Proficiency and Health Service Use in Asian Americans
    Yuri Jang
    Miyong T. Kim
    Journal of Immigrant and Minority Health, 2019, 21 : 264 - 270
  • [38] Patterns of Interpreter Use for Hospitalized Patients with Limited English Proficiency
    Yael Schenker
    Eliseo J. Pérez-Stable
    Dana Nickleach
    Leah S. Karliner
    Journal of General Internal Medicine, 2011, 26 : 712 - 717
  • [39] Patterns of Interpreter Use for Hospitalized Patients with Limited English Proficiency
    Schenker, Yael
    Perez-Stable, Eliseo J.
    Nickleach, Dana
    Karliner, Leah S.
    JOURNAL OF GENERAL INTERNAL MEDICINE, 2011, 26 (07) : 712 - 717
  • [40] The impact of limited English proficiency on asthma action plan use
    Riera, Antonio
    Navas-Nazario, Aledie
    Shabanova, Veronika
    Vaca, Federico E.
    JOURNAL OF ASTHMA, 2014, 51 (02) : 178 - 184