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.

Thank you

Any Questions?

junia.ngoepe@gmail.com