Does using sign language in science with hearing Year 8 students reinforce learning of key vocabulary, whilst affecting motivation and enjoyment of science?
Sarah Barrett
(PGCE Secondary Science (Chemistry), 2018-2019)
Email: sarahbarrett616@gmail.com
Abstract
The abstract and technical language used in science classrooms can produce a barrier to students' understanding. Multimodal communication, particularly visual aids alongside spoken language, has been shown to strengthen vocabulary acquisition, leading to improved conceptual understanding. In this study with a hearing Year 8 class, the use of sign language (SL) to teach scientific vocabulary is investigated. The acquisition and understanding of this vocabulary are measured, alongside monitoring changes in motivation and enjoyment towards science, using a mixed methods approach. Whilst claims are made cautiously, SL proved to increase vocabulary acquisition and understanding, with students finding SL a useful tool. SL had little effect on motivation towards science and whilst general enjoyment towards science was unaffected, SL was proven to be an enjoyable approach to learning. This study provides a starting point for the investigation of using visual language to support vocabulary acquisition in the secondary science classroom.
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The full paper is available for download as a pdf file:143-180-barretts
Citation: Barrett, S. (2020) 'Does using sign language in science with hearing Year 8 students reinforce learning of key vocabulary, whilst affecting motivation and enjoyment of science?' Journal of Trainee Teacher Educational Research, Volume 11 pp.143-180 (Downloaded from http://jotter.educ.cam.ac.uk/, [date of access])