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Please use this identifier to cite or link to this item: http://hdl.handle.net/1812/429

Title: Change in the language of instruction in the teaching of science in English
Authors: Zarina Suriya Ramlan
Keywords: English as the language of instruction
English language
Teaching - education
English in Science classes
Issue Date: Jan-2009
Publisher: Universiti Malaya
Abstract: A wealth of information is available on using a second language as the language of instruction in content lessons, yet there is a dearth of research that looks at change in the language of instruction from the innovationist perspective. Hence the purpose of this study is to extend the knowledge base on change in the context of using a second language in the content areas. To achieve the purpose, the study is guided by the following research questions, namely: what are various stakeholders’ (teachers, students, parents, society representatives) views and expectations of using English as the language of instruction; what are various stakeholders’ (teachers, students, parents, society representatives) views of teacher practices in terms of using dual languages in the classroom; and what are the dynamics undergirding the use of English in Science classes. A qualitative approach was used in this exploratory multiple case study. Representation of stakeholders and the different methodological approaches  interviews, observation, document reviews, and teachers’ transcripts of the lessons, strengthen the validity and reliability of the study. Data from interviews were analyzed using the constant comparative method. Data from documents and teachers’ transcripts of the lessons were analyzed for the content. The relevance of this study lies in the insight it provides in understanding the complexities of implementing a mandated change, specifically the use of a second language in content areas, from the innovationist perspective. In examining various stakeholders’ views and expectations of the change, the findings revealed the need to iv understand the teachers’ context and the forced negotiations, the necessity for teacher learning to support the change, the need to understand the learners’ context, stakeholders’ initial reactions towards the change -- both positive and negative -- and the need to understand teachers’ lives and teachers’ work. The multifaceted nature of the change is accentuated when the analysis of the findings revealed, among others, issues of understanding the teachers’ context, concerns of teachers when given a voice to reflect on their practices, the need for teachers to understand learners’ context, and the need for teachers to understand learners’ language skills as well as coerced teachers’ practices of using dual languages in the classrooms. Examination of the policy enactment in the classroom showed that teachers still use dual languages, contravening the mandated change. Nevertheless, the findings also highlighted stakeholders’ thoughts about the limit to the use of dual languages. The complexity of the change is also underscored when the findings revealed, among other things, ignorance about the complementary role of other stakeholders, multiple interpretations of the change objectives, learners’ reluctance to change and the extent of the visibility of parents in the change process. This study is significant as it contributes to the knowledge base on the complexities of implementing a curriculum innovation in an ESL setting, specifically, the data in this study have identified additional elements that could contribute to the proposed change frames currently being advocated by educational change experts. The findings offer an understanding of important pedagogical and policy considerations when implementing the use of a second language in content lessons.
Description: Thesis (PhD) -- Faculty of Education, Universiti Malaya, 2009
URI: http://dspace.fsktm.um.edu.my/handle/1812/429
Appears in Collections:PhD Theses : Education

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CHAPTER 1-5viva2009.pdf2.15 MBAdobe PDFView/Open
Appendix E3viva.pdf94.23 kBAdobe PDFView/Open
Figure 2.pdf132.24 kBAdobe PDFView/Open
Appendix H9viva.pdf96.66 kBAdobe PDFView/Open
Appendix I8viva.pdf92.59 kBAdobe PDFView/Open
Appendix F19viva.pdf104.07 kBAdobe PDFView/Open
Figure 5.pdf205.87 kBAdobe PDFView/Open
Appendix G1viva.pdf94.67 kBAdobe PDFView/Open
prematerialviva2009.pdf240.71 kBAdobe PDFView/Open

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