Enhancing Chemistry Learning Using Language Supportive Pedagogy in Multilingual Classroom

Abstract

While there is a rich literature on science teaching and learning, little is hardly documented about how Chemistry learning is enhanced in lower secondary schools in Tanzania. This qualitative study assessed Chemistry learning using the Language Supportive Pedagogy (LSP) approach in multilingual classrooms. The study was conducted in community secondary schools in Kagera Region and it involved 30 Form II students who were randomly selected. It also involved 5 in-service Chemistry teachers in the host schools and 5 student teachers from the University of Dodoma with Chemistry specialties and Language Supportive Pedagogy (LSP) skills. Both in-service and student teachers were purposively selected for the current study. LSP employed a bilingual teaching approach whereby Kiswahili was strategically used alongside English to enhance Chemistry learning. Data were collected through interviews, Focus Group Discussions and classroom observation. The study findings revealed that most students were able to use subject specialism vocabulary when interacting with fellow students, teachers and subject matter, participate in English discussion and respond to questions in English despite minor grammatical errors in their speeches. Similarly, in-service teachers, student-teachers and students recommended the LSP approach to facilitate more engagement of students in Chemistry learning through intentional scaffolding. The study concludes that more students engage in learning activities through familiar language and instructional scaffolding assured students’ confidence and interest in learning Chemistry. It recommends the scaling up of the LSP approach in other regions in Tanzania in an attempt to enhance smooth Chemistry learning.