Article published In:
Journal of Immersion and Content-Based Language Education: Online-First Articles

Demystifying the English bias in science

An exploration of the factors influencing bilinguals’ linguistic choices around STEM subjects in minority language education

ORCID logo | Bangor University
 | Bangor University
 | Bangor University
 | Bangor University
Whilst the prevalence of English in STEM-related fields is well established, less is understood about the opportunities to study these subjects in languages other than English. This study examined pupils’ likelihood of studying STEM-related subjects in Welsh-medium secondary schools in Wales, their linguistic choices around these subjects and their attitudes towards learning such subjects in English and/or in Welsh. The results revealed a general impression among pupils of the importance of English for STEM, which, mediated by their own linguistic backgrounds, abilities and experiences, influenced pupils’ linguistic choices and desires. Since the propensity towards monolingual engagement with these subjects — in Welsh or in English — may limit the scope for scaffolding their learning across languages and the benefits that incur, we propose alternative bilingual approaches to STEM-related subject teaching.
Keywords: STEM, minority language education, bilingual education, bilingualism, Welsh, minority language, translanguaging, English bias
Article outline
  • 1.Introduction
    • 1.1The linguistic nature of secondary schools in Wales
    • 1.2Secondary school qualifications and subject selection in Wales
    • 1.3Challenges relating to the teaching of STEM in a minority language
      • 1.3.1Teacher shortage
      • 1.3.2English bias in science
    • 1.4The facilitative role of an L1 in the L2 classroom
    • 1.5The current study
  • 2.Methodology
    • 2.1Participants
    • 2.2Data collection
      • 2.2.1Data collection tools
      • 2.2.2Procedure
    • 2.3Data analysis
      • 2.3.1Survey data
      • 2.3.2Narrative data
  • 3.Results
    • 3.1Choices around STEM-related subjects at school
      • 3.1.1Choice of language
    • 3.2Choices around studying STEM-related subjects at university
    • 3.3Career choices
    • 3.4Attitudes towards Welsh-medium STEM education
  • 4.Discussion
  • 5.Implications of the findings
  • Notes
  • References
Published online: 19 November 2024
DOI logo
https://doi.org/10.1075/jicb.22015.tho
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