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
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)
Bilinguals vs. monolinguals:
Bilinguals vs. monolinguals Year 5/6
28%
Bilinguals
Monolinguals
72%
In which language do you dream?
In which language do you think/dream?
5%
30%
30%
English
Both languages
Mother-tongue language
no answer
35%
Were you born in the U.K.?
Born in the UK
23%
Yes
No
77%
Do you always understand the
language of your Science teacher?
Do you always understand your Science teacher?
5%
20%
Yes
No
Sometimes
75%
In which language do you read
science books?
In which language do you read Science books?
4%
English
Both languages
Mother-tongue language
96%
How confident do you feel about
your English?
Confidence in English langauge
34%
Very confident
OK
Not at all
66%
Very confident about their English:
Which subject do you like most?
9%
18%
Science
Languages
Both
73%
Would you like to become a scientist in the future?
27%
Yes
No
73%
Ok about their English:
Which subject do you like most?
34%
Science
Languages
50%
16%
Both
Would you like to become a scientist in the future?
16%
Yes
No
84%
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”
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)
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.”
HOW?
Opportunities for speaking & listening
 Use 1st language
 ‘Talk partners’
 Pre-teaching

Effects of pilot project:
Higher expectations
 More confident
 Ask more & ‘expect to understand’
 Use home language at school
 Be more ‘on task’ & focused

Summary
Ethnic heritage = underachievement

“
“
= know different
 Promote Science:
- motivating, demystifying
- increasing CONFIDENCE

Acknowledgments

Mr. Harrison and Dr. Smith

St. John’s Primary School
staff and students

UAS
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Impact of Bilingualism in Science