In international schools, teaching science involves much more than just the subject content. With over 13 years of experience teaching science and biology in various schools, I have worked with students from diverse linguistic backgrounds who are native speakers of different languages but learn in a language that is not their primary one.
It is crucial to address a common problem in teaching multilingual students: their understanding of scientific concepts is often hindered by unfamiliarity with scientific terminology, jargon, complex syntax, and writing standards, since science relies more on specific vocabulary than on their critical thinking skills. Overcoming these challenges requires integrating language support into science curricula. This approach will help students not only think scientifically but also communicate and write like scientists. I remember during the Biology practical assessment, one of my students struggled to articulate the circulatory system due to complex terminology, but successfully demonstrated it through dissection and effectively used probes to illustrate blood flow in the heart.
In multilingual settings, students often grasp key scientific concepts; however, this understanding doesn't always show in their writing, making them seem less capable than they actually are. As an international educator, I am motivated to bridge this gap by offering students the right opportunities. This realization has fundamentally changed my approach to teaching science.
The goal of science is to help students gain conceptual understanding, develop scientific and inquiry skills, make real-world connections, conduct research, and draw conclusions, rather than labeling students as less intelligent.
Language Is Not a Measure of Intelligence
When language is mistaken for a marker of intelligence, it can undermine students' scientific skills and shake their confidence. Multilingual students experience a considerable mental burden, as they must master scientific concepts filled with complex terminology while also managing grammar, syntax, and other writing challenges.
What Works in Multilingual Science Classrooms?
From my experience, I have discovered effective instructions that make learning visible and accessible rather than merely simplifying science. It became evident when a Grade 8 student of mine, who had difficulty writing about osmosis, articulated it effectively during the small group conversation.
My Role as an International Educator in a Multilingual Classroom
Multilingual settings require international planning, experience, empathy, and flexibility. When students receive support and opportunities, they gain confidence that can lead to flourishing scientific thinking and to the refinement of our practices.
Final Reflection
I truly believe that designing instructions that make classes inclusive, engaging, and fun helps make science learning more visible, intellectually rich, and commendable. As an international educator, accepting challenges and turning them into opportunities fosters a conducive learning environment.
Somaira Bilal is a middle school science teacher at Bahrain Bayan School.
