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PERFORMANCE
OF ENGLISH LANGUAGE LEARNERS (ELL) IN INTEGRATED SCIENCE THROUGH SHELTERED
INSTRUCTION
ABSTRACT
Integrated
science plays a vital role in Nigerian Science Education programme because it
prepares pupils at the Junior Secondary School level for a study of core
science subjects at Senior Secondary School level which in turns brings about
students’ interest in science oriented courses at the tertiary institutions.
The purpose of the study was to verify the impact of Sheltered Instruction on
ELL’s performance in some concepts in integrated science, performance of male
and female ELLS, their attitude to science and students perception of Sheltered
Instruction as an instructional strategy. As an experimental research design,
the study population comprised all junior secondary school two students in
Lagos. Out of this population, two intact classes were drawn from Educational
District 1, in Lagos State.
The
instrument used for collection of data included Achievement test, Students
attitude Scale on Science and an oral interview on Students’ perception on the
use of Sheltered Instruction. The data collected were analyzed using
descriptive Statistics .It was found that there is significant different in
performance between students exposed to Sheltered Instruction in some concepts
in integrated science and those not exposed. Based on this finding, the
researcher recommends that Sheltered Instruction should be use a mode of
instruction for science at all levels.
CHAPTER ONE
BACKGROUND TO THE STUDY
The
acquisition of English language skills and proficiency has been implicated in
the performance of students in the other school subjects. The importance of
English language as a medium of communication in schools in Nigeria derived
mainly from its utilitarian value to the larger Nigerian society. English is
the official language of administration and commerce. Salami (2002).
An English language learner (ELLS) is a
person who is learning the English language after acquisition of his/her native
language (mother tongue). Hence the term is used to refer to learners of
English as a second language (ESL) in schools where English is the language of
instruction (Wikipedia, 2011).
Although,
English language learners (ELL) students come from diverse backgrounds and they
have several common needs. Certainly, they need to enhance their proficiency in
English. They also need to acquire reading and writing skills in English as
well as maintain a learning continuum in the content areas (E.g. mathematics,
science etc).
Researchers
agree that mastering academic English language skills is essential for ELL
students’ academic achievement and educational attainment (Ballantyne et al,
2008: Gersten & Baker, 2000: Slavin & Chueng, 2005) Also, point out
that poverty, language and in particular proficiency in the medium of
instruction is the largest single factor that affects learners’ performance at
school. For ELL in the science classroom they are confronted with learning the
subject matter as well as cope with language comprehension too. Taylor and Prinsloo (2005). Therefore,
Teachers are therefore faced with double challenges of teaching a particular
content area using English language as a medium of instruction to ELL while
learners are still grappling with English language.
Language is
an integral part of science and science learning .Scientists and students used
language to make sense of new information and develop new ideas. Reading,
speaking , writing and listening are fundamental components of scientific
literacy(Norris and Philips,2003).One of the major difficulties experienced by
learners when learning science is learning the language of science(Wellington
and Osborne,2001). The need to pay attention to language used in the classroom
is very important to improve the quality of science education and every lesson
should by implication be a language lesson. (Shaffer 2007,Jaipal,
2001;Wellington& Osborne,2001).To do well
learners should be able to extend their knowledge of concepts beyond
basic vocabulary and be able to engage in, and manipulate the appropriate
discourse (Shaffer,2007).
The peculiar
language demands of science represent serious challenges for students (Lemke,
2002), especially ELLS. Science uses
language in specialized ways, different from the everyday language of many
students. According to De Oliveira (2010) these language demands in science may
include:
1. Technical
terms and their definitions: Technical terms occur through science textbooks
and typically some are set in bold and defined, but some may appear without
definition or the definition may be difficult to find. Moreover, definitions
may contain complex language that ELLS may not understand.
2.
Conjunctions with specific roles: Conjunction (e.g. or) may have multiple,
targeted roles in science and all may occur within a few paragraphs: The
conjunction or, for instance, can introduce an explanation or paraphrase and a
more abstract or technical term.
3. Everyday
questions and words with specialized meanings: Paragraphs in science text often
begins with colloquial, informal questions but continue to provide answer with
highly technical language. Words with specialized meaning in science may appear
repeatedly and confuse ELLS who may know only the everyday meaning of the word.
4 .Noun
groups presented in a Zigzag structure: Several noun group structures tends to
appear in science text head only, pronouns, nouns with pre or post modifiers
and nouns with both pre and post modifiers. Zigzag structuring involves the
introduction of a nominal group in one sentence and the tracking of these
nominal groups in other sentences, creating a Zigzag movement lexical content
is accumulated through these complex and expanded noun groups, creating high
lexical density. (De Oliveira & Kathryn, 2010)
For English
language learners to succeed, they must master not only English vocabulary and
grammar, but also the way English is used in core content classes. Students
must be able to read and understand expository prose such as that found in
textbooks, write persuasively, argue points of view, and take notes from
teacher lecture. They must also articulate their thinking skills in English
make hypotheses and prediction, express analyses, and draw conclusions. They
must, however, also learn how to do these tasks-generate the format of an
outline, negotiate roles in cooperative learning groups, interpret charts and
maps, and such. The combination of these three knowledge bases-knowledge of English, Knowledge of content topic, and
knowledge of how the tasks are to be accomplished constitutes the major
components of academic literacy (Short, 2004).
PHILOSOPHY OF INTEGRATED
SCIENCE
Eriba (2004)
defined integrated science as a discipline designed to allow the learner
possess a holistic view of science. In this regard, they are to gain an
understanding of the fundamental unity of science through effective lesson
delivered by the teacher.
Ango (1999)
describes integrated science as undifferentiated course designed to show the
unity, wholeness and interrelationship of separate disciplines that made up
science. There is no doubt that integrated science is the foundation of
learning science in Nigeria. Integrated science may also be referred to as a
first course that exposed students to sciences. This is in line with the
assumption of the National curriculum for integrated science which stated that
“A large number of school children entering junior secondary schools may not
have been exposed to primary science core curriculum which has been nationally
adopted; therefore integrated science teacher should assume little”. The
Nigeria integrated science curriculum for JSS is meant for the current
6-3-3-4(now 9-3-4) system of education in Nigeria. It is intended to provide
modern integrated science course for three years to all junior secondary school
students.
The
objectives of the curriculum were derived from the National policy of Education
(NPE, 2004). The cardinal objectives of the curriculum are to prepare pupils to
acquire:
1. Adequate
laboratory and field skills in integrated science;
2.
Meaningful and relevant knowledge in integrated science;
3. Ability
to apply scientific knowledge to everyday life in matters of personal and
community health and agriculture; and
4.
Reasonable and functional scientific attitudes.
These
cardinal objectives are appropriate and meaningful because they emphasize:
1. Enquiry
and experimentation as vehicle for science learning/teaching.
2. Relevance
of knowledge and skills taught and
3.
Functionality
These ideals
are the pillars of modern science teaching today. Secondly, they cover
satisfactorily the cognitive, affective and psychomotor domains of learning.
LANGUAGE
AND SCIENCE LEARNING
Majority of
language minority students do not have access to rigorous subject matter
instruction or the opportunity to develop academic language-the specialized
cognitively demanding language functions and structures that are needed to
understand, conceptualize , symbolize, discuss, read, and write about topics in
academic subjects(Lacelle-Peterson and Rivera, 1994)
English
language learners acquire basic social communication skill but less readily
acquire the complex-subject-specific language skills require for academic
success. Science, have a linguistic register-norms and patterns of language use
essential to the practice of the discipline. The science register uses academic
language features that include formulating hypotheses, proposing alternative
solutions, describing, classifying, use time and spatial relations, inferring,
interpreting data, predicting, generalizing, and communicating findings(National
Science Teachers Association,1991).The use of these language functions is
fundamental to the process of inquiry science(National Research
Council(NRC),1996).
National
Association for Education progress report (National Center for Education
Statistic, 2000) shows that in core academic subject’s .Mathematics, science
and reading, the scores of language minority student is significantly behind
that of their native English speaking peers. The development and use of
language functions such as describing, predicting, hypothesizing, reasoning,
explaining, and reflecting, parallel the process used in the learning of
science.
Research on
second language immersion programmes find that contextualized, content-based
instruction in student’s second language can enhance the language proficiency
of English language learners with no detriment to their academic learning
(Mckeon, 1994; Met, 1994).The subject matter content provides a meaningful
context for the learning of language structure and functions, and the language
processes provide the medium for analysis and communication of subject matter
knowledge.
The context
of language use refers to the degree to which language provides learners with
meaningful cues that help them interpret the content being communicated-visual
cues, concrete objects, and hands-on activities. The contextualized use of
language in science instruction also promotes the understanding of science
concepts (Rosebery et al; 1992).In science, language tends to structure the way
concepts are developed, organized, and communicated.
The
relationship between science learning and language learning is reciprocal and
synergistic. Through the contextualized use of language in science inquiry,
students develop and practice complex language forms and functions such as
description, explanation, and discussion in inquiry science, students enhance
their conceptual understanding.
SHELTERED INSTRUCTION
One approach
found useful by content teachers to assisting their ELL students is known as
sheltered Instruction.
Sheltered
Instruction provides ELL students with the support and time needed to work on
improving language proficiency as well as providing the students necessary
information in content areas that will be mandatory for graduation(Echevarria
et al;2004,2006).
Echevarria
et al (2004) explain that enrolling ELL students in sheltered instruction
content area classes provides them with opportunities to develop knowledge of
English, knowledge of content topic, and knowledge of how the tasks are to be
accomplished.
Sheltered
instruction is an approach to teaching learners which integrates language and
content instruction.(Wikipedia,2011).The purpose of sheltered instruction is to
deliver subject matter content in a manner that is accessible to all
learners.(Wikipedia,2011)
In a
sheltered instruction classes, delivered by a core teacher, students receive
comprehensible core content instruction throughout the day. Sheltered
instruction uses a communicative approach-emphasizing communication and
functions over grammar and form to teach language and content. The approach
highlights use of language functions such as negotiating, explaining,
describing and defining when discussing content concepts.
The content
is taught using instructional strategies that scaffold the content learning by
building background knowledge and through use of visuals, gestures
,manipulative, paraphras-ing etc. Each lesson has clear content and language
objectives. Higher-order language especially within questioning (Echevarria et
al; 2008), and use of critical thinking are also important components of
sheltered instruction.
Researchers
have found improvement among ELL student who have had teachers implement the
sheltered instruction observation protocol (SIOP components).During 1998 to
2000, a study compared two large groups of ELL middle students from the east
and west coasts who were taught by trained ESL teachers. One group of students
was taught by teachers who received training on the SIOP model. The other group
of students had instructors who were unfamiliar with the SIOP model. The two
groups of students were given prompts in the fall and spring that required
expository writing using the Illinois measure of Annual Growth in
English(IMAGE) assessment rubic,results showed that the teachers using the SIOP
model out-performed their ELL peers who had not(Echevarria et al;2006).
Another
study conducted by Honigsfeld and Cohan(2008) investigated a group of teachers
from a New York public school district who collaborated to learn more about and
implement the SIOP model. These teachers noticed the effectiveness of the model
by analyzing ELL student artifacts. The students’ writing samples improved and
so did their use of graphic organizers. The teachers also noticed an increase
in their ELL students’ creativity, engagement and understand-ing (Honisfeld and
Cohan, 2008).As demonstrated by these studies, sheltered instruction can lead
to positive results for ELL students’ language abilities if implemented
correctly.
1.2 STATEMENT OF THE PROBLEM
One of the
current educational problems of public interest is that of poor level of
achievement especially in public examinations (Kolawole and Dele, 2002).This
poor level achievement in many subjects area may be due to poor foundation in
English language at primary school level .There are several research reports,
which view that language inefficiency invariably leads to poor academic
performance (Onukaogu, 2002)
Reports from
the senior secondary certificate examination (SSCE) support the language
related factors to students weakness in the areas of reading and writing such
as inability to follow instructions, make observations and to make correct
inference WAEC Chief Examiners report (2002).
Dale and
cuevas (2002) observed that students learning English language as a second
language have difficulty in interpreting the meaning of logical connectors in
science language. As Maleki and Zangani (2007) observe having difficulties in
grasping fully the contents and concepts of various subjects of the curriculum
taught in the target language (English language) seems to be one of the most serious
problems that ELL students face in their particular course of study. This might
be due to their weakness in English language, the medium of instruction, which
may have negative consequences on their overall academic achievement.
Therefore, the overall performance of Nigerian ESL students depends to a very
large extent on their English language proficiency.
Based on the
chief examiner’s report (2000) the following problems are associated with
science subjects.
-Inability
of students to express themselves well in English language on scientific
concepts
-Lack of in
depth knowledge in the content areas
-Inability
of students to record observations during experiments.
-Lack of
equipment and facilities to teach some topic in the curriculum
-Students
have the notion that science subjects must be memorized, thus they are unable
to transfer the knowledge of basic concepts learnt in their lower classes
-Students
are weak in written English (spelling mistakes)
-Failure to
adhere to instructions on the question paper
-Lack of
self confidence resulting in copying and repeated cancellations in presenting
work.
1.3
PURPOSE OF THE STUDY
The main
objective of this study is to investigate the impact of an intervention
programme (the use of sheltered instruction) on enhancing English language
learners’ performance in integrated science. Specifically, the study attempts
to:
1. Verifying
the impact of sheltered instruction on ELL’S performance in some concepts in
integrated science.
2. Verifying
the impact of sheltered instruction on the performance of male and female ELLS
3. Verifying
the impact of sheltered instruction on students attitude to science
4. Verifying
students’ perception of sheltered instruction as an instructional strategy.
1.4 SIGNIFICANCE OF THE STUDY
This study
will be useful in verifying the impact of sheltered instruction on English
language learners’ performance in some concepts in integrated science.
However, this study will verify the
performance of male and female English language learners exposed to sheltered
instruction and the impact of sheltered instruction on students’ attitude to
science. It will also verify students’ perception of sheltered.
1.5 RESEARCH QUESTIONS
Is
there any significant impact of sheltered instruction on English
language learners performance in some concepts in integrated science
Is there any significant impact of
sheltered instruction on the performance of male and female English language
learners?
Is there any significant impact of
sheltered instruction on students’ attitude to science?
1.6 RESEARCH HYPOTHESES
1. There will be no significant different in
the performance between students exposed to sheltered instruction in some
concepts in integrated science and those not exposed.
2. There is significant different in
achievement test scores between male and female English language learners.
3. There is significant difference in
students’ attitude to science when exposed to sheltered instruction.
1.7 SCOPE OF THE STUDY
This study
will be delimited to Education District 1 in Lagos state. Similarly, junior
secondary school three (JSS 2) students will be involved in this study.
1.8 USE OF ACRONYMS
ELL- English Language Learners
ESL- English as a Second Language
S I Sheltered Instruction
SIOP Sheltered Instruction
Observation Protocol
ELP English Language Proficiency
LEP Limited English Proficiency
SDAIE Specially Designed Academic
Instruction in English
STAN Science Teacher Association of
Nigeria
WAEC West African Examination Council
CESAC Comparative Education Study and
Adaptation Centre.
NERDC Nigeria Education Research and
Development Council
NISP Nigeria Integrated Science
Project
NSSSP Nigerian Secondary School Science
Project
NPSMP National Project Science and
Mathematics Project
NPE National Policy on Education
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