Mainstream teacher perceptions of the literacy load of science

Existing research in the K-12 field about literacy within different subjects reveals varying categories and extents of language load upon student learning. Teacher recognition of this load is often connected with changes in the composition of the classes they face. However, little research exists regarding teacher responses to intrinsic language load in the absence of such demographic change, particularly how secondary science teachers perceive the language load of science in mainstream classes. Increased understanding of such a perception could help teachers, curriculum designers, resource producers and those responsible for teacher preparation and development to provide more effective learning conditions for secondary school students. It was the purpose of this mixed method study involving 55 secondary school science teachers from a coastal region of Eastern Australia, to better understand the recognition and response to literacy issues implicit in the lessons that they offered to their science classes and any relationships between teacher background and perception. Fourteen teachers were interviewed, and forty-one teachers completed a detailed survey in which they gave information about their demographics. Other sections of the survey asked about their preservice and inservice preparation and the location of the responsibility for developing literacy in science. Findings indicate that: Around one third of participating mainstream science teachers accepted direct responsibility for helping their students deal with the literacy load of science; Most participating teachers recognised the literacy nature of more than half of the activities suggested to them; Participants used a variety of activities in their science classes as they attempted to encourage their students to acquire both the language and content of science. Clearly content-related activities were more frequently mentioned. Participants teaching classes at several grade levels, and female participants, reported using a greater range of literacy activities in their science classes; Participants who had completed a postgraduate teaching degree in their teacher preparation program were more likely to express confidence in dealing with the literacy load of science and acceptance of responsibility for doing so; The time spent on literacy in teacher development programs appears to influence mainstream science teacher attitudes and practices in response to the literacy load of science. This study is significant because science teachers in relatively homogenous contexts, that is without variations in ethnicity and/or socioeconomic status are often thought to be resistant to consideration of the literacy load of their subject. This can lead to hesitation in providing professional development opportunities that could increase their ability to foster student literacy growth through their classes. The findings of this study appear to suggest that younger, female, more recently graduated teachers may be more ready to accept such development opportunities than might have previously been anticipated. Educational policy, supported by appropriate teacher development, can bring about change in both teacher views of their responsibility for disciplinary literacy and in their subsequent reports of their classroom practice. These findings may reflect generational changes in curriculum policy, reinforced by consequent changes in Teacher Education and so encourage the strengthening of both.