**3. Theoretical framework**

The link between the intended and implemented curriculum lies at the heart of this study's theoretical approach. A suitable theoretical approach for better conceptualisation of the study is drawn from [23] eco-systemic theory. A better understanding of the science field environment of learning in a way that promotes positive learning regarding additional language is clearly highlighted in this theoretical model. Reyna [24] reflects on the concepts that are key in providing a perception that learning and teaching relate more in the process of making transformation possible in the knowledge field. Differentiation that relates to systems that are unique pertaining to teacher experiences when we point more in delivery and preparation of lessons for learning exist. Bronfenbrenner's ecosystem, as an approach, was utilised for better identification of the external processes, which influences teachers' experiences.

#### **4. Methodology**

A qualitative research methodology was employed guided by the case study research design. Qualitative data were collected through semi-structured interviews which involved the five purposefully selected Natural Sciences teachers. The data collected were analysed using thematic analysis where the responses were grouped and coded and then, themes were derived. All ethical measures were taken into consideration including informed consent, freedom to withdraw, confidentiality and anonymity, privacy and empowerment, and care and fairness. To identify and eliminate any potential risk to the participants, a protocol was followed. To conduct the research, an application for ethical clearance was acquired. To ensure data credibility of the study, the member checking technique was employed by allowing the participants to determine whether their ideas and opinions were presented accurately.

#### **5. Discussion of the findings**

This section presents data gathered using individual interviews with NS teachers. Data are presented using themes and sub-themes drawn from narratives to answer the research questions and gain a deeper understanding of teaching NS concepts and verify reviews using open-ended instrument responses. The main theme on strategies employed by teachers in teaching NS concepts generated other sub-themes, which included instructional strategies by teachers, assessment strategies commonly used by teachers, qualified NS teachers and availability of NS teachers.

**Table 1** represents the division of themes into sub-themes, the related issues and the findings.

#### **5.1 Instructional strategies employed by teachers**

The case of code switching ensures that students have an alternative to using mother tongue, which becomes a medium of communication. Code switching is a strategy employed by teachers, in this case NS teachers as confirmed during teacher focus group interviews:

*Teachers do their best they even break meanings into their level of understanding (T3).*

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


#### **Table 1.**

*Theme and sub-themes, related issues and findings.*

This seems in the responses supportive with the declarations such as:

*I switch between languages (use more than one language) to help the students to learn the NS concepts in English and understand the content of the subject, and group discussions (T4).*

The practice is that many teachers employ code switching to make learning of NS concepts easier. However, the issue of the code-switching strategies utilised in this case is that for effective learning, special emphasis must be paid to employing language that is appropriate for isiXhosa students. Students are at risk of misinterpreting scientific interpretations, such as when terminology in colloquial English has different meanings than in academic English. According to Swedish research by [15], students in chemistry education interpreted the word solution to mean and solution to a problem rather than chemical solution. Lin and Wu [17] emphasise the need for connecting everyday language to scientific language and themes, as well as encouraging students to vary between discourse styles. This supports [25] research in Nigeria, which found that using code switching in a multilingual mathematics classroom does not result in a learning deficit, but rather is a valuable method in classroom interaction and an efficient manner of conveying knowledge to pupils. This means that learners are effectively taught bilingually. Teachers must be confident in this situation, as it needs the educator to be fluent in the student's native language. Lack of assistance during assessment shows the need for teaching strategies for teachers to code switch to accommodate non-English speakers.

### **5.2 Assessment strategies commonly used by teachers**

The researchers' intention was to investigate the assessment strategies used by teachers on teaching NS concepts. All the NS teachers were quite clear about what the concepts involve. When requested to give their understanding of assessment strategies, teachers mentioned how they use assessment to encourage students to perform to the best of their abilities, using different assessment strategies:

*So when we do our prep, even when we draw up activities, we make sure that we use simple English to accommodate our students because we know that they may not get the answers even if they know because of the language (T1).*

*As much as we lack the material, we make sure that we use books that have the pictures so that even if the students did not have an idea they may see the picture (T3).*

*And we do a lot of revision, we're just doing revision to prepare them even if they don't understand the meanings. Most of the time we use to we give them another opportunity to improve their mark (T4).*

From the comments, it was evident that assessment is how teachers learn about their students' performance and the quality of their learning. Assessment occurs during the learning and teaching process to support, assist and diagnose the learner's strengths and weaknesses. According to [18], monolingual language evaluation techniques punish those who may have a larger linguistic repertoire overall but have not learned the competence of limiting their language use to only the aspects specified for the assessment's dominant identified language. According to [26], one strategy to encourage learners to 'practice' authenticity is to employ authentic resources in the tasks they are given, where they can authenticate their language use by relying on their own language communication skills. To incorporate an English approach in language education and, as a result, increase learners' awareness, traditional materials such as course books or grammar books should be supplemented with a variety of real outside-of-classroom resources that highlight the various manifestations of English.

## **5.3 Qualified NS teachers**

The teachers referred to their own teaching experience as important when asked about their qualification on teaching NS.

*During the allocation of duties, I was allocated to teach NS without looking at any qualification (T3).*

*It is a personal issue to answer on how or when I qualified to teach NS (T5).*

All the teacher respondents displayed discomfort when asked about their qualifications; specifically regarding the NS subject, they only indicated their teaching experience and training years. In addition, they supervised the Intermediate and Senior phase (INTERSEN), whereas grade seven is the last class in primary school. Only by developing professional standards that specify an 'effective' teacher's learning path throughout their career can teaching quality be improved. This is comparable to what [16] discovered in newly qualified primary school teachers who had issues with time allocation

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

for teaching sciences. Except for one instructor with the least number of years in the teaching profession, this is corroborated by the number of years in the teaching profession. Thus, the challenge is the number of years in teaching NSTECH as an integrated subject to English First Additional Language grade four learners [21]. Teachers will need to help students build their ability to open a new area for using English creatively, based on their particular linguacultural background and experiences [27].

#### **5.4 Available training of NS teachers**

In the response with the five participants on the interest of training for better quality in science learning and teaching, the majority refused and the minority agreed that training will assist the learning and teaching skills. A teacher's level of education and training may encourage the content of approach to learning and teaching of NS. One-on-one interviews were used to collect the effect of NS performance on workshop attendance. Responses by participants revealed that:

*He is an acting deputy principal and teaching NS subject, confirming that workshops play an important role whereas they were scarce. In that note he also suggests that availability of workshops can make their work easier for teachers. In addition, he emphasized that the way of using learning material depends on workshops so that they may use them accordingly (T4).*

*Resources are essential in line with the availability of workshops in order to make things easier so that learning and teaching takes place (T1).*

There are factors that contribute towards NS performance through improving workshop attendance as indicated by teacher responses.

Some of the teacher participants showed a negative attitude when asked if there was availability of trainings or workshops that could help with NS teaching:

*I did not attend any NS workshop as the only thing I used to attend is a moderation where the subject advisors just moderate the work we already have without doing the 'how to teach' workshop (T3).*

It was also commonly alleged that teachers involve creativity in terms of learning and teaching of NS concepts. On the focus of the study, which is the teaching of NS concepts to English second-language learners, teachers and students show some different views on strategies employed by teachers in teaching and learning.

The evidence showed that teachers had limitations in the training process, which made it challenging to develop and transmit information that would facilitate joint learning and teachers' training. Those factors have affected the efficiency of the teaching process and career development. Knowing teachers' challenges and how to solve them will provide information that will help to equip future teacher trainees to cope with similar challenges. Blomgren [28] indicates that training programmes should give teachers the necessary knowledge and skills to find and evaluate appropriate, specific language, discipline, subject and educational level. Contreras et al. [19] conducted a study regarding the value of teachers' training on platforms and technological tools used for linguistic purposes. They recommend that the universities that train English teachers should consider including Content and Language Integrated-Learning methodology as one of the topics in their curriculum of English foreign language teacher training programmes.
