Teaching Science Subjects in Arabic: Arab University Scientists' Perspectives

Autor/in	Alhamami, Munassir
Titel	Teaching Science Subjects in Arabic: Arab University Scientists' Perspectives
Quelle	In: Language Learning in Higher Education, 5 (2015) 1, S.105-123 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2191-611X
DOI	10.1515/cercles-2015-0006
Schlagwörter	Science Instruction; Language of Instruction; English (Second Language); Semitic Languages; Language Usage; Science Teachers; Educational Policy; Foreign Countries; College Faculty; Mixed Methods Research; Questionnaires; Teacher Attitudes; Saudi Arabia + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching language; Unterrichtssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Arabisch; Hebräisch; Sprachgebrauch; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Politics of education; Bildungspolitik; Ausland; Fakultät; Fragebogen; Lehrerverhalten; Saudi-Arabien
Abstract	This study investigates Arab university scientists' views of the status of English and Arabic in the 21st century, and their attitudes towards using English and Arabic as media of instruction in science faculties in the Arab world. Twenty-seven science instructors at a Saudi University coming from different backgrounds responded to a written survey, and the data were analyzed quantitatively and qualitatively. The findings reveal that the majority of the science instructors preferred to use the students' mother tongue (Arabic) to teach science, even though the current policy is to use English as the medium of instruction. The results indicate that, from the perspective of Arab scientists, English as medium of instruction in Saudi universities presents academic and social challenges in science education at university undergraduate level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01