To disturb or to stir the water in the beaker?" : language and communication dilemma in teaching Science in English

Abstract

Malaysia's curriculum reform in the teaching of Mathematics and Science in English has long been debated and discussed since its implementation in 2003. Some agree that it is an attempt to enhance proficiency in English language while others disagree as it may lead to students failing in these two important subjects due to language incompetency. Thus, various studies are conducted and measures are continuously taken to ensure that this change of policy will produce the scientific, progressive, innovative and forward-looking society, envisioned by Vision 2020. This paper discusses the findings of a study on the teaching 01 Science in English. This case study involved 20 teachers and 107 students and employed interviews, a survey and classroom observations as its methods of data collection. Findings showed three main problems experienced by the teachers and the various approaches they engaged to overcome the problems in teaching Science in English. The findings show that the teaching of Mathematics and Science in English involves not just possessing a positive attitude, but also the competency and proficiency in the language. Choosing the appropriate words might be difficult for some ESL speakers. This problem further exacerbates the communication act. The findings of the study have some important implications for teacher training and for teaching and learning ESL in general.