Effects of English as the Medium of Instruction on Science Learning and Teaching - A study in the secondary schools in Northern Province

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dc.contributor.author Patrick Gerard, S.
dc.contributor.author Shanmugathasan, S.
dc.contributor.author Sathiaseelan, A.
dc.contributor.author Kalamany, T.
dc.date.accessioned 2024-04-29T04:42:19Z
dc.date.available 2024-04-29T04:42:19Z
dc.date.issued 2023-12
dc.identifier.issn 3030-7805
dc.identifier.uri http://drr.vau.ac.lk/handle/123456789/848
dc.description.abstract This study compares science teaching and learning in English and Tamil as the medium of instructions for the secondary schools is implemented English as the medium of instruction from Grade six to G.C.E A/L classes in Jaffna peninsula, Sri Lanka since 2003. It explores the effects of using home language (Tamil) and second language (English) as the languages of learning and teaching Science. The policy stipulates only town and national schools of secondary schools which take in students with better academic and language abilities are allowed to use English the students second language and the others have to use Tamil as the medium of instructions. This study is conceived against the background of English as the means of social, economic and educational achievements and the marginalization of mother language in education and explores language policies which influence the hegemony of English language on the Asian continent especially in Sri Lanka. The present research is a longitudinal study that aims to explore the effects of the language policy on the science learningof the English medium and Tamil medium students in the two years of secondary schooling in which class room observations, interviews and document analysis were used as key tools of investigation. The learning outcomes of the two streams of students were assessed by science achievement tests and a questionnaire on students’ self-concept in science. The results obtained show that the English medium students were disadvantaged in science learning achievement and lower self-concept in science than those learned through Tamil. Based on the analysis of student’s performance on the test’s items their perception of classroom climate in science lessons and classroom and class room observations. The negative effects of learning science through English can be related to the limited English proficiency of the students and inadequate repertoire of instructional strategies used by the science teachers. These negative effects, however tended to become reduced with the increase in time of immersion, probably because the English medium students had become more proficient in English language skills and more confident in learning through English. Recommendation on the implementation of the language policy and the teacher education programs, identifying goals and objectives of teacher training programs and intervention in further developmental activates related to teacher training learning and research. Further learning procedures and teaching procedures using humanistic approach in education, learner centered teaching, various teaching methods, approaches that suit different learning styles and motivate students. en_US
dc.language.iso en en_US
dc.publisher National Institute of Social Development en_US
dc.subject Science Learning en_US
dc.subject Teaching en_US
dc.subject Secondary schools en_US
dc.title Effects of English as the Medium of Instruction on Science Learning and Teaching - A study in the secondary schools in Northern Province en_US
dc.type Article en_US
dc.identifier.journal Journal of Social Sciences - NISD en_US

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