Can Science Process Skills be a Teaching Method for Students who are Not Native English Speakers?
DOI:
https://doi.org/10.53103/cjlls.v2i1.31Keywords:
Science Process Skills, ELLs, Science TeachingAbstract
English, spoken by many people around the world, has also become a language of communication with international validity. Therefore, millions of non-native English speakers (ELLs) are currently learning science in English. Teaching and learning science includes not only content of science, but also effective reading, writing, listening and note-taking strategies, as well as academic language functions necessary to participate in science learning. Therefore, ELLs are unlikely to be successful in science education. In this study, the difficulties faced by ELLs in learning scientific knowledge will be revealed and it will be discussed whether teaching with Science Process Skills (SPSs) is an alternative teaching model for ELLs. As a result, it is suggested that ELLs who do not understand scientific concepts and terms, therefore cannot participate in scientific discussions, and are hesitant to ask questions to the teacher, can also improve their language functions by sharing their predictions and explanations with each other in the scientific process.
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