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Impact of Bilingualism in Science

Impact of Bilingualism in Science. Final Year Project Presentation Marta Caruda M. de C. March 2008. Content:. How to define “bilingual”? Survey: results & observations Solutions: - Pilot project 2003 Summary. Bilingual?. Living in England, learning English and

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Impact of Bilingualism in Science

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  1. Impact of Bilingualism in Science Final Year Project Presentation Marta Caruda M. de C. March 2008

  2. Content: • How to define “bilingual”? • Survey: results & observations • Solutions: - Pilot project 2003 • Summary

  3. Bilingual? Living in England, learning English and using one or more languages. • “Advanced Bilingual Learner” • “Newly arrived to the country” learner >10% have EN as additional language (source: Statistics of Education, 2003)

  4. Bilinguals vs. monolinguals:

  5. In which language do you dream?

  6. Were you born in the U.K.?

  7. Do you always understand the language of your Science teacher?

  8. In which language do you read science books?

  9. How confident do you feel about your English?

  10. Very confident about their English:

  11. Ok about their English:

  12. Would you like to become a scientist in the future? • “Waste of time” • “yes..because its interesting” • “[…] it will be hard work and I don’t think that I am not that good in science” • “[No,] because I want to be a barristar more” • “Because you get a headhach” • “You have to teach nought children” • “Experiments are fun!” • “Because it is dangeroes”

  13. Furthermore… • English: 1st language for 35% bil. pupils (but not spoken at home) • Ofsted’s report More Advanced Learners of English as an Additional language in schools and colleges (2003)

  14. Pilot project:January 2004 • Primary National Strategy (PNS) with Ethnic Minority Achievement (EMA) Unit within the DfES • Aim:“increase the confidence and expertise of mainstream primary teachers in meeting the needs of advanced bilingual learners.”

  15. HOW? • Opportunities for speaking & listening • Use 1st language • ‘Talk partners’ • Pre-teaching

  16. Effects of pilot project: • Higher expectations • More confident • Ask more & ‘expect to understand’ • Use home language at school • Be more ‘on task’ & focused

  17. Summary • Ethnic heritage = underachievement • “ “ = know different • Promote Science: - motivating, demystifying - increasing CONFIDENCE

  18. Acknowledgments • Mr. Harrison and Dr. Smith • St. John’s Primary School staff and students • UAS

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