Developing reflective primary teachers: talking science and speaking English as an additional language

Abstract

In this article we present a case study in initial education of teachers studying the Primary Education Degree of the University of Lleida. Students prepare a teaching plan for science content linked to community resources, and present it in English. The aim was the students experience "talking science" in English. We focus on the questions: What have we experienced doing this activity in English? Students refer to impotence and frustration at expressing themselves and their ideas in English. While the data shows that there was little focus on science content, they showed the value of the exercise in their development as teachers. They experience ‘otherness’ and connect this to their future roles as teachers in multi-lingual, multi-cultural classrooms. Preparing this case study shows the value of teacher educators reflecting on their practice.