Communication strategies of non-native speaker novice science teachers in second language science classrooms

Abstract

This study sets out to examine the communication strategies (CSs) employed by non-native speaker novice science teachers (NNS-NvSTs) in teaching science in English. Twenty Secondary Four science lessons conducted by ten NNS-NvSTs were audio-recorded, transcribed and coded deductively as well as inductively. Perceptions on the meanings and uses of the CSs were also obtained from all ten NNS-NvSTs via stimulated recall and sixty-one Secondary Four students via group interview. The findings indicated that the NNS-NvSTs employed a variety of CSs for diverse intentions reflecting their multiple roles as teachers, novice teachers, and English language learners. In general, there is a high congruence between the NNS-NvSTs' and students' perception on the meanings and uses of CSs. The NNS-NvSTs were able to articulate the reasons for employing the specific CSs, allowing them to execute their roles as science teachers in the L2 science classroom. Nevertheless, there is still a need to address NNS-NvSTs strategic competence, particularly those CSs which require a greater production of the L2.