Biology in English - a challenging variety
Martin A. Hefti-Gautschi | |
L’auteur expose trois points, pour lui critiques, de l’enseignement en immersion: le travail à mettre en place pour développer des capacités linguistiques, pour activer les étudiants et pour trouver des matériels didactiques adéquats. | Introduction At our school (Kantonsschule Wiedikon, Zurich), students in the immersion class are currently taught Mathematics from the 3rd to 6th form, Biology in the 4th and 5th form and history from mid 4th to 6th form in English. We started the immersion project in 2002 and in July 2005 19 of the 24 students from my first immersion class chose to write their Matura paper in Biology and thus in English. In this article, I take a look at the three main immersion issues that kept me challenged during the past two and a half years: working on language skills, activating students and finding appropriate educational resources. Language skills In my biology lessons, speaking is the language skill that is involved least. As an example, I reviewed 23 lessons of Biology in English held in my immersion class between September and December 2005 and estimated the time spent on each of the four language skills: the receptive skills listening and reading as well as the productive skills writing and speaking. Figure 1 depicts the estimated percentage each skill was involved for all 23 lessons. As an illustration (indicated by arrows), lesson 10 was an exam and in lesson 19 the students worked on a selection of interactive narrated tutorials on cardiovascular diseases1. |
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