Teaching tips to help your multilingual learners improve their language skills, scientific knowledge and assessment scores
STEM subjects, including chemistry, are challenging for multilingual learners due to the formal and technical language we use. Complex vocabulary, use of the passive voice and longer sentences make comprehension harder, especially during high-stakes exams. This makes it difficult for learners to show their full understanding of the content.
Students learn better when they study language and STEM content simultaneously
Previously, educators believed learners needed to master English before learning STEM subjects. Current thinking is that students learn better when they study language and STEM content simultaneously. For many, language proficiency is a result of learning content, not a prerequisite.
Read more on literacy in science
Embed literacy teaching into your curriculum using resources and ideas to support learners’ reading and writing about chemistry and develop their understanding of technical language.
In the latest part of a larger study, researchers investigated the challenges that multilingual learners face when completing assessment items relating to the concepts of limiting reactant and per cent yield. Their goal was to enhance the accessibility of chemistry assessments for multilingual learners.
Using semi-structured, one-on-one interviews, they asked 10 multilingual learners to identify features of original and modified assessment items that they found challenging. The researchers analysed the interview transcripts using thematic analysis.
Challenges facing multilingual learners
The study identified four challenges: lack of metacognitive support, complex vocabulary and syntax, dense text layout and inclusion of irrelevant information.
1. Lack of metacognitive support
There was an absence of cues to help learners understand how different pieces of information connect. A particular problem was due to assessment items lacking connective wording, such as however, next or overall. Therefore, learners were unable to identify logical links between the background information and the task at hand.
2. Complex vocabulary and syntax
Multilingual learners found certain chemistry-specific terms, such as stoichiometry and spectroscopy, challenging. But these keywords are unavoidable. Non-chemistry-specific words like potential and manufactured also caused problems. Complex sentence structures added to the difficulty. Long, multi-clause sentences required significant cognitive effort to parse, particularly for students who were still developing their English proficiency.
Multilingual learners found certain chemistry-specific terms, such as stoichiometry and spectroscopy, challenging. But these keywords are unavoidable. Non-chemistry-specific words like potential and manufactured also caused problems. Complex sentence structures added to the difficulty. Long, multi-clause sentences required significant cognitive effort to parse, particularly for students who were still developing their English proficiency.
3. Dense text layout
Learners reacted negatively to items presented as large blocks of text without clear spatial organisation. This overwhelmed them before they even began reading.
4. Irrelevant information
Many items contained irrelevant background details as context. Multilingual learners had to spend additional time filtering what information was essential from what was not. For example, in a calculation involving methanol, students were confused by the question including information that methanol is used in racing cars.
Teaching tips
- Keep the language clear and direct so learners can easily understand. Avoid idiomatic expressions or culturally specific phrases as these can distract learners from core concepts and introduce unnecessary confusion.
- Use visual cues and formatting. Highlight key elements in questions, such as important concepts or terms. This helps learners focus on the most relevant information, particularly when dealing with complex content.
- Incorporate scaffolding in assessment items. Guide students through complex questions by breaking down tasks into smaller steps. This helps them to navigate problem solving more effectively.
- Balance simplicity and content depth. When modifying items for readability, don’t dilute the chemistry content. Use simplified language only where it is not essential for understanding key concepts.
This study highlights the challenges multilingual learners face in completing assessments, particularly in navigating linguistic features. By considering these findings, you can take steps to make assessments more inclusive and accessible to all learners.
Fraser Scott
Reference
E N Lee and M Orgill, Chem. Educ. Res. Pract., 2024, doi.org/10.1039/d4rp00187g
References
E N Lee and M Orgill, Chem. Educ. Res. Pract., 2024, doi.org/10.1039/d4rp00187g
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