New Perspectives in Science Education

This paper reports on using multilingual scaffolds to support inclusivity in Technology teacher preparation as an applied science. South Africa has 12 official languages, requiring that future teachers be well-prepared to manage the challenge of facilitating learning in their future classrooms for learners with multiple home languages [1], [2]. Multilingual vocabulary tables, including English and several African languages, were developed and provided in Technology teacher preparation subjects which students could use as an addition to their teacher preparation toolbox [3]. One hundred Technology student teachers across four sites of a South African university were purposively and conveniently sampled. Within a longitudinal, qualitative research design, an online questionnaire was used to explore participants’ use of subject-specific vocabulary tables as part of their preparation as future Technology teachers. Thematic analysis was used to explore patterns in the data on how students used and experienced the multilingual vocabulary tables across various Technology (STEM) subjects. Many student teachers highlighted a variety of benefits of using the vocabulary tables as a scaffold toward inclusive education, but several others noted challenges or additional suggestions for enhancing its value in their teacher preparation programme. The findings will also be used to enhance subsequent material development and teaching practice [4]. Future research should continue to explore how multilingual scaffolds can support Technology student teachers in their preparation for their future careers.

Keywords: Inclusive education, multilingualism, STEM teacher preparation, Technology education, vocabulary

REFERENCES

[1]    Parmegiani, A. & Wildsmith-Cromarty, R. 2022. Linguistic inequality and access to education: Curricular strategies from South Africa and the United States. Language, Culture and Curriculum, 35:3, 235-239.

[2]    Sekano, G.K. & Ramorola, M.Z. 2024. Students’ confidence in using intercultural communication in work-integrated learning excursions. In A. Du Toit, N. Petersen & I. Chahine (eds.). Scaffolding work-integrated excursions toward realising the South African vision for intercultural competence, equity, and inclusion. Cape Town: AOSIS.

[3]    Huynh, T. 2021. Transforming learning with translanguaging. Viewed 25 September 2024 from https://tankhuynh.com/translanguaging/

[4]    Smit, J., Chisari, L.B., Kouns, M., Øyehaug, A.B., Savelsbergh, E. & Hajer, M. 2023. Inclusive STEM Teaching from a Language Perspective: Teacher Learning in a Professional Development Program. European Journal of STEM Education, 2023, 8(1), 07.