2 Combining language and literacy development with a more challenging subject

In the next case study you will read how a teacher supported his students in acquiring the language associated with a more challenging subject area.

Case Study 2: Language and science

Mr Rahul teaches Class VI in a large school in Jabalpur. Here he describes how he introduced his students to the more complex scientific terms used in the field of botany.

The next chapter in our textbook was about the study of plants. I knew that both the scientific concepts and the vocabulary would be difficult for my class. I therefore planned a series of lessons that combined learning about the subject and the specialised language it employed.

On Day 1, I introduced my students to the topic in the textbook and asked them questions to find out what they knew about plants already. I then asked my students to read a section of the chapter in turn. Partly because of the new terminology and partly because the topic was presented very theoretically. This proved to be quite a challenge for them. After they read each section, I rephrased it using simpler terms, and drew some accompanying illustrations on the blackboard to facilitate their understanding.

On Day 2, I organised my class into eight groups of six students, took them outside and gave them time to look at different plants in the school grounds. I explained to them the difference between seeing a plant and observing it. I assigned a task to each group. Two groups observed the height, stems and branching of the plants that they saw. Two groups examined the shape and structure of different types of leaves. Two groups observed the many parts of flowers. The last two groups pulled up some weeds in order to study the parts of these plants that were underground.

I encouraged my students to draw sketches of what they observed in their exercise books, comparing their ideas within their groups as they did so. I supported and guided them as they worked. They seemed to be very absorbed in this outdoor collaborative activity.

On Day 3 my students labelled their drawings, using their textbook to check the correct terms. As they did this, they started to use the specialised botanical language associated with the subject.

On Day 4, the groups prepared and gave short presentations on their observations to the rest of the class, using the terminology they had learnt and illustrating their talks with their drawings. Sometimes I prompted them by asking questions such as ‘How are climbers different from shrubs?’ I invited the rest of the class to ask those presenting questions, too.

I noticed that the practical outdoor activity that followed my students’ initial reading of the textbook greatly enhanced their understanding of the new concepts in the chapter and motivated them to engage with its associated terminology. Preparing to give a presentation helped to clarify and consolidate their learning, as did the talk that accompanied the group activities.

Pause for thought

With a colleague, consider the learning outcomes of Mr Rahul’s series of activities:

  • What are the learning outcomes for science?
  • What are the learning outcomes for language and literacy?
  • Are there additional learning outcomes related to the students’ abilities to collaborate, or to listen or speak, perhaps in different languages?

In these activities, the students learn both the everyday and the scientific terms for plants, and they are able to apply that language to plants that they find in their local environment. This consolidates their learning and makes it meaningful. They have to work together to describe the plants and present the information they have collated to the rest of the class.

Mr Rahul starts this series of lessons by asking his students what they already know about plants. Read the key resource ‘Using questioning to promote thinking’ to find out more about this classroom technique.

Activity 2: Integrating subject vocabulary into a lesson

Look ahead to the next subject lesson you are going to teach and identify the vocabulary that is specific to the subject.

Plan an enjoyable speaking, listening reading or writing activity in which your students will practise using this vocabulary. You do not need to plan four lessons as Mr Rahul did. Start by planning one lesson, building on your students’ previous learning of the subject as you do so. Share your ideas with your colleagues.

1 Combining subject-related teaching and language and literacy development in the primary classroom