Science is a subject that relies heavily on precise language. This study explores the challenges faced by English language learners (ELLs) in primary school science classrooms, particularly when it comes to verb usage and understanding test instructions. The findings highlight the importance of targeted support to ensure all students, regardless of their native language, can excel in science.
The study focused on 209 students aged 9-11 from six primary schools in England. The group included both native English speakers (ENSs) and ELLs. Researchers analyzed data from science tests on the topic of separating solids and liquids, specifically looking at:
- Verb Collocations: How students used verbs to demonstrate their understanding of scientific concepts.
- Differences Between Groups: Whether ELLs and ENSs used verbs differently when explaining science concepts.
The Power of Verbs in Science
The study revealed a clear distinction in verb usage between the two groups:
- Native Speakers: ENSs tended to use natural collocations with motion verbs, effectively conveying scientific processes. For example, they might use verbs like “filter” or “pour” to describe separating a mixture.
- English Learners: ELLs faced difficulties in using idiomatic language, often struggling to find the right verbs to express scientific concepts. They also encountered challenges understanding the specific instructions within the science test questions.
These findings point to the potential impact of language barriers on science learning:
- Limited Vocabulary: A lack of specific science vocabulary can hinder ELLs’ ability to accurately explain their understanding of scientific concepts.
- Difficulty with Instructions: Misinterpreting test instructions can lead to confusion and inaccurate responses, even if students possess the underlying scientific knowledge.
Bridging the Gap: Strategies for Supporting ELLs
The study underscores the need for targeted support to help ELLs thrive in science classrooms:
- Vocabulary Development: Science lessons should incorporate activities and strategies that explicitly teach science vocabulary, including common verb collocations.
- Scaffolding Test Instructions: Teachers can break down complex test instructions into simpler steps or provide visual aids to ensure all students understand what is expected of them.
- Differentiated Instruction: Science educators can adapt their teaching methods to cater to the diverse needs of their students, including ELLs.
This research goes beyond the specific case of science education. It highlights the importance of considering language proficiency when designing curriculum and assessments for students with diverse linguistic backgrounds. By addressing language barriers, educators can ensure all students have an equal opportunity to succeed in all subjects.
Míriam Buendía-Castro and Oksana Afitska. Primary School Pupils’ Use of Verb Collocations in Science Assessment: Patterns of Linguistic Behaviour by Language Background Factor. Educ. Sci. 2023, 13(12), 1208; https://doi.org/10.3390/educsci13121208
Note: Original authors are welcome to make correction.