BLENDING INDIGENOUS LANGUAGES INTO SCIENCE EDUCATION – A NEW APPROACH TO TEACHING SCIENCE AND MATHEMATICS IN THE SCHOOLS.
By
Kayode Julius Fakinlede
Introduction
A blended approach to learning science and mathematics is a method of presenting science, mathematics and technology to children in the primary schools and in the early years of secondary education. It aims to lay a sound basis for scientific and reflective thinking early in a child's learning process by making use of his indigenous language, while not foregoing the benefits accruable from the more scientifically developed imported language.
The introduction of the sciences and technology to a child is best done in a language of immersion. That enables him to form ideas which stay with him through life. With these ideas, he is able to challenge encroaching superstitious belief systems before they take root in his mind. He is introduced to empirical ways of thinking. It enables the transfer of knowledge in science and mathematics, and sooner, in technology early in the child's education process which is built upon in later years of his secondary and tertiary education. Most importantly, it makes science available to all children without regards to their economic background. The ultimate objective is therefore to make science and technology less esoteric than it is presently.
However it cannot be gainsaid that many African languages, in spite of the aforementioned potentials, are not presently developed to handle the language of science and technology even in the primary schools! This means that the materials for teaching the teachers and subsequently for disseminating information to school children in Yoruba language have not been adequately developed. Textbooks, computer programs, visual aids, science laboratories, models, etc. targeted towards teaching science in Yoruba are presently not available.
It is the object of the blended approach to enhance science, mathematics and technology education delivery by harnessing the synergistic benefits of a child's natural language, Yoruba and the acquired language.
Besides the broad aims of the educational system as stated in the National Policy on Education (2004), the specific objectives of Primary school science in the revised edition of the National Core Curriculum for Primary School Science, are stated below:
a. to observe and to explore the environment;
b. to develop basic science process skills including observing, manipulating, classifying, inferring, hypothesizing, interpreting data and formulating models;
c. to develop a functional knowledge of science concepts and principles;
d. to explain simple natural phenomena;
e. to develop a scientific attitude including curiosity, critical reflection and objectivity;
f. to apply the skills and knowledge gained in science to solve everyday problems in his environment;
g. to develop self-confidence and self reliance through problem-solving activities;
h. and to develop a functional awareness and sensitivity to the orderliness and beauty of nature.
One can see, from the list above that the best way these objectives can be achieved is through a communication process that involves the language in which a child is already immersed – in which case, his indigenous language.
Other, equally important reasons for early introduction of science, technology, and mathematics in the indigenous language are as follows:
a. It removes the language barrier that does not allow effective communication between the children and their teacher in the early years of their learning experience. This enables science education to be introduced to a child much earlier than the stipulated age of five.
b. It makes use of local examples by the teachers in their teaching methodologies.
c. It demystifies science education by making it relevant to the daily lives of the children. This makes it possible to include more children to benefit from science education beyond those who are opportune to learn a foreign language.
d. It presents a different world view to students early in life that may differ from native or religious points of view. This enables them to come to alternate conclusions later in life.
e. It helps the children in their science education developments in the latter years of their education. There is no doubt that ideas are most easily understood when presented in a child's indigenous language
f. It actually fosters better understanding of the knowledge of English, or any other language, since the ideas to be expressed with this imported language is already deeply grounded in the child's consciousness.
The present approach to teaching science in the Primary and Secondary schools:
Although the National policy long ago demanded the use of native languages in the teaching of science during the early years of a child's education4, the de facto method, previously prevalent in the private schools and now in most public schools, is to completely bypass the use of Yoruba in science teaching. The probable justification for this is that this will enhance the child's ability to do well in higher institutions or acquire lucrative professions later in life. There is however no empirical justification for this point of view. It has never been determined experimentally that children do better in standardized tests because of early training in an imported language.
Justifiably, there are really not too many books written in Yoruba to enhance the teaching of science subjects, except for arithmetic and nature study, in the early years of a child's education. Authors, sensing that there are probably no markets in this area do not bother to write science books in the indigenous languages.
Moreover, it would seem that the teaching of the sciences in the local languages do not assume any priority in our universities and colleges of education. Although, there is a vibrant syllabus for Yoruba as a subject in many institutions, they are not done for the enhancement of science education.
The disadvantages to this method abound. For the child, a serious grounding in the familiarity with his surroundings is missing. Proving this experimentally is not needed since this is the raison d'etre of and justification for the present approach to science education.
More importantly, there is a gradual and steady diminution of the importance of Yoruba as a world language. Since the language is not used to teach science, new words are not coined with any rapidity to address scientific ideas. This means that even if a child wishes to speak Yoruba language, there may be no word to refer to an observable or idea of interest.
Above all, the objectives of science education in the primary schools, as stated above cannot be fully realized for a many of the students because of the language barrier.
How the Blended Science approach aims to remedy the situation.
A blended language approach to science education aims to remedy the situations stated above by presenting all students with scientific ideas in both the language of immersion and the imported language.
How does Blended Science work?
Science and technology education in the primary schools will be divided into three phases:
From the kindergarten years to the first two of primary education, naming of observables; Pictorial interpretations; Comparative analyses (which is taller; farther, longer, etc); Nature study (Plants and animals identification; Classification of living things; Weather patterns, Earth sciences, Mathematical operations, Some elements of the physical sciences etc. are taught primarily in the Yoruba language, with .an accompaniment of English translation. An example is presented below:
| Ẹ̀kọ́ Ìmọn-jinlẹ: Ẹ̀kọ́ ètò-inú, àti ìlò àwọn ẹ̀dá oníyè àti àwọn ẹ̀dá àìníyè Ó jẹ́ ìmọ̀n tí a jèrè nípa àkíyèsí, ìfihàn, ìjúwe, ìwádi-pẹ̀lú àṣewò, àti àlàyé pẹ̀lú ọgbọn-orí àwọn ohun ìrúnilójú tàbí àgbàyanu | Science: the study of the structure and function of living and non-living matter. It is knowledge gained by the observation, identification, description, experimental investigation, and theoretical explanation of phenomena. |
| Ìlànà ìmọ̀n-jinlẹ: Irú ìlànà-ìṣe tí a fi nṣèwádi àwọn oun ìrúnilójú, tí a fi nṣàwárí ìmọ̀, tí a si fi nṣàtúṣe tàbí ṣe àkójọpọ ìmọ̀ àtẹhìnwá. Ó dá lórí ìfètòsí àwọn ọnà tí a ngbà ṣàkíyèsí, ṣe ìdíwọn, ṣe àṣewò, àti bí a ṣe ngbèrò, ṣe ìdánwò, àti bí a ṣe nṣe àyípadà àwọn àròsọ | Scientific Method: a set of techniques for investigating phenomena, acquiring new knowledge, and for correcting and integrating previous knowledge. It involves a systematic observation, measurement, experiment, and the formulation, testing, and modification of hypotheses. |
| Ẹ̀dá: ohunkohun tí a lè dání, tí a lè gáání tàbí tí a lè náání. A kò lè dá ẹ̀dá, beeni a kò lè pa ẹ̀dá run | Matter: something that can be held, can be seen or can be perceived. Matter cannot be created nor destroyed. |
| Àwọn ẹ̀dá-oníyè (ẹ̀dá): àwọn tí wọn lè mí, tí wọn lè ló onjẹ fún okun (energy), tí wọn lè ṣẹ̀dá àwọn ẹ̀dá míràn bí tiwọn (bímọ), àti pé wọn yóò kú níkẹhin. | Living things: are those that have life. They breathe, take in food for fuel, reproduce others like themselves and eventually die. |
| Àwọn ẹ̀dá-àìníyè: Wọn kò ní ọpọlọpọ àwọn ìfihàn àwọn ẹ̀dá-oníyè | Non-living things: do not have most of the characteristics of living things |
One can see that while a child is being taught in Yoruba language, he will not deprived of the English translation of the subject matter.
Between years three and five in the primary school education, the priority is now reversed, with English being the main language of communication but the translation is kept for easy reference by the school children.
From the sixth year on, the preference for English or Yoruba as a medium of teaching students will no longer be a subject of debate since most school children would be fluent in the scientific terminologies in both languages.
Also, during the first years of mathematics training (prekindergarten to second year of primary education), school children are exposed to, along with learning the numerals in the indigenous language, all topics using the indigenous language. Most mathematical operations: Addition (iropo), Subtraction (Iyokuro), Multiplication (Isodipupo), Division (Ipinsiwewe), Averages (Iropin), Equality (Ijeyekan), Bigger than (Itobiju), Smaller than (Ikereju), Ratios (Ibupin), etc, are introduced to the child in his indigenous language. Examples are made with the child's active participation. It must be emphasized that the objective at this point is not a mastery of the manipulation techniques but that the child is made aware that mathematics involve the usual things with which he is familiar. For example:
| ÀWỌN ÌBÙPÍN | RATIOS |
| ÌDÌWỌN ÌBÙPÍN | UNIT RATIO |
| Bí a bá fẹ pín nkan (D) ní ìbù A sí B A óò ro àwọn ìbù méji yi pọ: A + B A óò sì fi àròpọ yi pín D: D/A + B D/(A+B) ni ÌDÍWỌN ÌBÙPÍN A óò sì fi ìbù kọọkan sọ ìdìwọn yi di púpọ | To divide D in a ratio of A to B. Find the sum of the ratios A + B Divide D with the sum above D/A + B D/(A + B) is the unit ratio Each number is then used to Multiply D |
In all instances, examples are given in the Yoruba language, and with reference to things with which the children are familiar. Questions are asked in the Yoruba language with responses expected same way.
The strategies for achieving this new approach will be based on the following:
a. Research and development:
i. Terminology development: Whereas different terminologies, colloquialisms and jargons are being developed in Yoruba language in various scientific disciplines, it is not the agglomeration of these vocabularies that will make a composite from which teaching sciences in the primary and secondary schools can be drawn. The terminologies of science teaching carry special characteristics. These include: Precision, Expandability, Accessibility, Adaptability, Communicability, Originality, and Homology.
ii. Language of Mathematics development: The language of mathematics in the indigenous language has to be a source of continuous research. Whereas, Yoruba words have been around for addition, subtraction, multiplication, and division from time, there are other mathematical terms like averages, factors, percentages, fractions, proportions, inverse proportions, etc. for which specific Yoruba words have not been assigned. Since mathematics is at the root of the sciences, efforts must be made to identify specific terms for these operators. It must be emphasized that this issue is among the major reasons why teaching sciences in the indigenous languages have proved to be problematic.
iii. Numeral System development: It has been pointed out in numerous articles6 that perhaps the major reason why the science has been difficult to teach in the Yoruba language is the numeral system which is among the most cumbersome of any language. For the sciences to be taught in the Yoruba language there has to be a rise above jingoism. The development of a simple numeral system solely for the purpose of teaching science and mathematics in the primary schools does not amount to getting rid of the much revered Yoruba vigesimal system. It is a realization that if the language is to be expanded into the areas of science, mathematics, and technology, a simpler method of expressing numbers has to be adopted.
iv. Yoruba language writing for science development: Perhaps no other area of Yoruba scholarship has been more irksome to the Yoruba person than the area of the modification of the Yoruba writing for science purposes. Yet this is done in other languages, particularly in the ways languages are written, to suit special objectives. The English language is filled with various medical symbols, chemical formulas, shorthand symbols, etc. that are developed to meet the exigency of a particular profession. These developments arise in spite of the fact that the standard way of writing English is maintained, albeit for unavoidable natural linguistic progressions. In teaching sciences to our young ones, the focus must be that they are apprised with scientific principles and not burdened with language purity.
v. Development of teaching materials: Materials for teaching the teachers and subsequently for disseminating information to the school children have to be developed. These include books, computer programs, visual aids, science laboratories, models, etc.
b. Teaching the teachers: From the ongoing, it is evident that much effort will be needed to be devoted first, to teaching the science teachers the language of science in the Yoruba language. A more difficult task will be the reorientation of these teachers to realize the benefits of the process. Seminars and workshops will have to be conducted by the universities in conjunction with the colleges of education. It is preferable that the curriculum of science teachers in the colleges include at least a year of training in the process.
c. At the university level, much effort needs to be put into the issues aforementioned. It must be understood that this will yield better results in the improvement of the background knowledge of incoming students to the universities. Moreover, it is without doubt that participating in the area of science education in indigenous languages can be financially beneficial for the universities. It is also no coincidence that the most technologically advanced countries in the world are those that do not wait to teach their school children a different language before teaching science.
All in all, the development of scientific and technological mindset must start as soon as a child begins to speak and in his own language of birth. Any other process amounts to time wasting and in many cases, the lost years may never be recovered.
FAKINLEDE
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