BibTeX

@inProceedings{johansson-olander-2023-supporting-349723,
	title        = {Supporting Second Language Learners in Science Education: Insights from a Science
and Literacy Teaching Project},
	abstract     = {Supporting Second Language Learners in Science Education: Insights from a Science
and Literacy Teaching Project
Due to the recent surge of immigration to Sweden, it is estimated that approximately 25% of students aged
7-19 are second language learners. This heterogeneous group of students poses a challenge for teachers
across all subjects, due to diverse individual differences, varying levels of language proficiency and the
unique linguistic characteristics of each subject.
Enhancing science literacy can be facilitated by incorporating a focus on comprehending words in context,
as proposed by Logan and Kieffer (2021). Furthermore, functional science literacy, as defined by Norris and
Phillips (2003), encompasses not only an understanding of science terms, but also the ability to effectively
communicate, read, and write using these terms in non-technical settings.
The project, Science and Literacy Teaching (SALT), funded by the Swedish Research Council, attempted to
identify the best strategies for supporting science teachers in working with second language learners.
A model of word types was constructed, drawing upon the categorization of words into everyday common
words, academic words, and scientific words, as proposed by scholars such as Nation (2013), Hulstijn
(2012) among others.
In order to assess the vocabulary difficulties faced by both first language (L1) and second language (L2)
students, a sample of 232 participants was administered vocabulary tests that consisted of seven types of
words. Three of these word types were neutral in terms of subject matter, while the other four were
subject-specific and drawn from textbook texts in the fields of biology, physics, and chemistry. The tests
were designed to examine students' receptive knowledge of the words, including their forms, meanings,
and usage in authentic contexts. The tests involved matching test words with their correct meanings or
synonyms in order to evaluate the depth of students' knowledge.
We found that there are four types of word groups that require special attention from teachers. In
summary, L2-students had particular challenges with general language comprehension, such as academic
words and homonymous words with subject-specific meanings. These types of words were not difficult for
L1 students. Finally, all students had difficulty with homonymous words with academic and subject-specific
meanings, as well as general subject-related words that were new to all students.
The research sheds light on the difficulties faced by second language learners in science education and
informs strategies for their support, contributing to the field of multilingualism.
Hulstijn, J.H. (2012). The construct of language proficiency in the study of bilingualism from a cognitive
perspective. Bilingualism, 15(2), Cambridge. Logan, J. K., & Kieffer, M. J. (2021). Investigating the
longitudinal and concurrent relationships between polysemous word knowledge and reading
comprehension among Spanish-English bilingual middle school students. Reading and Writing, 34, 301-335.
Nation I.S.P. (2013), Learning Vocabulary in Another Language. Cambridge. Applied Linguistics. Cambridge
University Press. Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to
scientific literacy. Science education, 87(2), 224-240.},
	booktitle    = {Book of abstracts. Eurosla conference 2023, 30 August-2 September 2023, Birmingham, United Kingdom},
	author       = {Johansson, Sofie and Olander, Clas},
	year         = {2023},
	publisher    = {Birmingham university},
	address      = {Birmingham},
}