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首页> 外文期刊>Journal of research in science teaching >Mother Tongue as Default Language of Instruction in Lower Primary Science Classes: Tension Between Policy Prescription and Practice in Nigeria
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Mother Tongue as Default Language of Instruction in Lower Primary Science Classes: Tension Between Policy Prescription and Practice in Nigeria

机译：母语是初级初等科学课的默认教学语言：尼日利亚的政策规定与实践之间的紧张关系

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The forecast for the first quarter of this century is that the issue of teaching science in the language to which the learner is most familiar will receive more attention in our quest to win more students for science. Over two-thirds of countries in Africa, Asia, and Europe have developed policies on the use of the mother tongue for teaching science in the lower levels of their education system. In spite of this policy thrust, the educational system of many of these countries has not responded fully to the demands of such a policy. Because studies which mapped the dynamics of communication in science classrooms taught using the mother tongue are scant, we remain in the dark as to how best to structure such classrooms. The study was conducted in 12 primary schools and it involved 36 teachers in urban and rural locations of Lagos State, Nigeria. Quantitative and qualitative data were collected from primary science classrooms where the mother tongue is expected to be used as a medium of instruction. Mismatch between policy and practice was found especially in urban science classrooms. Among other things, it was found that on the average, science lessons delivered in primary 1 in rural settings, were found to be 93.6% in the mother tongue (LI). In primary 2 this fell to 91.1% and in primary 3-84.6%. In contrast, in the urban schools, mother tongue content was found to be 61.8% in primary 1, 49.2% in primary 2 and 26.6% in primary 3. The geo-spatial communication between and among pupils in urban and rural science classes also showed interesting findings, that is, English served as a mediating language. The implications of the findings for future policy considerations and future research to inform policy are drawn.
机译：对本世纪第一季度的预测是，以学习者最熟悉的语言进行科学教学的问题将在我们争取更多科学专业学生的过程中得到更多关注。非洲，亚洲和欧洲有超过三分之二的国家制定了使用母语在其较低教育体系中教授科学的政策。尽管采取了这一政策主旨，但许多这些国家的教育系统仍未完全响应这种政策的要求。由于用母语教授的科学教室中映射交流动态的研究很少，因此我们对如何最好地构建这样的教室还不了解。这项研究在12所小学进行，涉及尼日利亚拉各斯州城乡的36名教师。定量和定性数据是从小学科学教室收集的，预计母语将用作教学语言。特别是在城市科学教室中，发现政策与实践之间不匹配。除其他事项外，平均而言，发现农村地区小学一年级的科学课母语为英语（LI），占93.6％。在小学二年级时，这一比例下降到91.1％，在小学三年级时下降到3-84.6％。相比之下，在城市学校中，小学1年级的母语含量为61.8％，小学2年级为49.2％，小学3年级为26.6％。城乡科学班学生之间以及学生之间的地理空间交流也显示出有趣的发现，就是英语作为中介语言。得出了结论对未来政策考虑的启示，以及为政策提供参考的未来研究的意义。

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