**1. Introduction**

Provision of basic information is not sufficient for expressive cognition and learning in Teaching Natural Sciences (NS) concepts. There is some old methodology of scientific ways of educating learners about scientific conceptions in which deficits occur in the teaching process [1]. Provision of students with meaningful additional elected experiences developed in a way that allows them to continue working on their ideas in a way that is more scientific and accurate is encouraged [2]. Apart from

language, students' sociocultural background also affects their understanding of science concepts [2]. The science teacher should, therefore, understand issues of language and students' background in the effective teaching of science concepts. To ensure that there is effective learning and teaching of science, it is the teacher's role to find ways to address language problems that may hinder students' conceptualisation science concepts. Teaching Natural Sciences concepts to students that are not familiar with foreign language is a challenge because of the students' environment. The language of instruction exerts significant challenges and demands extraordinary experience from students involved in learning science concepts [3].

Internationally, the teaching of science concepts in European schools such as Netherlands, France and Belgium meant to stimulate students' interest in science at a young age [4]. In the United States of America, [5] observes that English secondlanguage students experience serious challenges in learning science concepts as science has a complex language that is difficult even for native English speakers to learn. Watters and Diezmann [6] call for the use of video instruction in teaching science terminology to students. Their argument is that before teaching a new science topic, the teacher should attempt to introduce new and unfamiliar terms, which students are using in the lesson. Video instruction becomes a very powerful tool as it exposes students to sounds and images, which stimulates students' emotional and intellectual curiosity.

In Malaysia, there are theoretical constructs that give insights into the implementation of science and mathematics teaching policy in primary schools [7]. Moreover, the aforesaid authors mentioned that the Malaysian government introduced learning language to teach knowledge and calculation at all levels of education but implemented in stages [7]. Learning through instructional language has weaknesses, which might affect the performance of the students. For example, adoption of second language speakers in English as a language of learning is a challenging factor.

A learning centre in Ghana considers education in the science field as a core component of the school curriculum. The Natural Sciences syllabus and Science education aims at equipping students through the compulsory development of talents and attitudes that provide a solid foundation for extra lessons in science. To achieve this aim, teachers need to use effective teaching methods in their teaching, as effective teaching makes a great difference [8]. Anastácio et al. [9] examined the application of the language of instruction policy in Science learning and teaching, and investigated the coping strategies of lower primary teachers in their use of their traditional language in concepts of science in teaching. The study revealed that home language is crucial during science learning and teaching. Learning is simplified in South Africa by using investigations and practical activity to clarify science topics as they go from the tangible to the abstract. As a result, it is crucial that the tangible foundations on which abstract conceptions are formed are sound [10].

Observing concrete objects and progressing to other process abilities such as classifying, envisioning, interpreting, and extrapolating give such foundations in scientific research. These skills are best acquired through practical activities, while concept building occurs through observation. This necessitates going beyond the textbook and making the most of the classroom setting by using demonstrations, hands-on activities and group work to increase student participation [10]. In the Eastern Cape province of South Africa, the exploration of subject creative arts was explored in the instruction of experienced learning-integrated strategies [11]. Views of experimental points together with the cognitive approach allowing students to study NS concepts were also revealed in the study. The present researchers are of the opinion that there

*Teaching of Natural Sciences Concepts to English Second Language Speakers in Primary Schools… DOI: http://dx.doi.org/10.5772/intechopen.104495*

are diverse factors contributing to students' poor performance in Natural Sciences, for example, language of instruction, low literacy levels and systemic issues. Hence, the diverse factors need to be considered since they are crucial in the conceptual understanding of Natural Sciences.

According to [12], as children in South African schools reach the middle phase, they are exposed to a difficult science curriculum that needs higher-order thinking skills. Derewianka [13] elaborates on the lack of scientific language indicated by this study, arguing that students, regardless of their native language, require clear supervision because every day, spoken and academic written modes are distinct. Teachers have difficult problems when teaching and helping pupils who are learning a new language in such scenarios [14]. The present researchers, as experienced teachers in the field, argue that some of the teachers more dominantly use English than students' home language. Teachers must, however, treat both languages equally. This study looked at how Natural Sciences ideas were taught to English second-language speakers in a few elementary schools in South Africa's Eastern Cape Province. Ünsal et al. [15, 16] present the findings of a classroom research project in a bilingual science classroom where the teacher and students do not speak the same minority language, and the continuity between ordinary language and the language of science is construed. They investigate how bilingual children comprehend linkages between every day and scientific language in a classroom where all pupils spoke a different language and the teacher spoke a different language, both of which were minority languages in their language schools. A language approach emphasises the need of looking beyond the traditional conception of named languages as various codes of speech and writing, particularly the physical and multimodal components of communication [17, 18]. They have both studied the importance of taking advantage of the affordances of language as a pedagogical resource to improve topic teaching and learning in science classrooms using English-medium instruction (EMI).

Professors must evaluate students' context and limits before making changes to their school programmes [19]. They agreed that instructors need to be trained in educational platforms that integrate technology and that the government must support legislation that formalises virtual education by providing schools with the necessary tools and resources to satisfy their demands. The findings of [20] reveal that science instruction is influenced by "contextual factors such as classroom environment, learner commitment, learners' language competency, and resource availability." And other elements, mostly contextual, influence the efficacy of science teaching in the South African environment. Gumede [21] created a teaching and learning environment that allows learners to acquire skills and knowledge in a way that improves their lives by focusing on knowledge from real-life issues that are part of learners' everyday lives in their communities [22].

#### **2. Research questions**

The research questions guiding the study were as follows:

