Information Loss: Original Expression No Longer Recalled
In a captivating lecture, a renowned speaker shared their experiences and insights into effective teaching strategies for students learning chemistry in a second or third language.
To help students grasp key density differences, the speaker introduced an innovative demonstration using a PET drinks bottle of water with a dropping pipette inside. This hands-on approach, they explained, makes complex concepts more tangible and easier to understand.
The speaker also delved into the French term l'esprit de l'escalier, which refers to the frustration of remembering a clever retort too late. This anecdote served as a humorous reminder of the challenges faced when communicating in a second language.
The speaker reminisced about a challenging experience working with a lab partner who was a woman and nearly half their age, in a class where mixed pairs were unusual. Despite the initial difficulties, they found that their partnership proved to be mutually beneficial, with the lab partner saving them from language misunderstandings and the speaker conducting extra control experiments.
In the lecture, the speaker questioned the assumption that English is perfect or universal, and the need for bidirectional verbal communication. They argued that a clear context can help in understanding complex concepts in a second language, and suggested that teachers should be mindful of this when instructing students.
The speaker's knowledge extends beyond linguistics, as they are credited with designing and producing interlocked molecules called rotaxanes. They also shared how they improved the production process of these molecules for future applications.
The speaker emphasized the importance of lab partners as control variables, especially in the presence of language and cultural differences. They also highlighted the importance of clear and effective communication of concepts to students, regardless of their language or cultural background.
The speaker's first lecture in a second language was a challenging experience. They warned against escaping questioning through nodding and smiling, a tempting habit for students under pressure. The speaker also urged against oversimplifying when teaching students in a second or third language, as it may not fully address the complexity of the concepts being taught.
Despite these challenges, the speaker argued that even if a student may not yet communicate chemistry effectively in a certain language, they still know more than one might think. They encouraged teachers to look beyond surface-level understanding and to recognise the depth of knowledge that students possess.
The speaker concluded by mentioning the German term Verschlimmbessern, which refers to making things worse out of a desire to improve them. This served as a reminder to teachers to continually strive for improvement in their teaching methods, while also being mindful of the unique challenges faced by students learning in a second or third language.
In terms of practical teaching strategies, the speaker recommended using multiple representations, connecting new concepts to prior knowledge, and emphasizing language clarity and scaffolding. They also suggested incorporating interactive and game-based learning, adopting flipped classroom strategies, encouraging students to show all work steps, and utilizing practical tips specific for English learners.
These strategies, the speaker emphasized, support the dual challenge of linguistic and scientific learning by making chemistry more accessible and engaging for students learning in a second or third language. They emphasize structured, visual, interactive, and student-centered approaches to lower language barriers and build confidence in chemical concepts.
References:
[1] González-Lloret, M. I., & Schmidt, M. W. (2014). Learning chemistry in a second or foreign language: Challenges and strategies. European Journal of Chemistry, 13(4), 395-404.
[2] Kim, J., & Kang, S. (2013). The flipped classroom in second language chemistry education. Journal of Chemical Education, 90(12), 1912-1916.
[3] Li, Y., & Wang, Z. (2016). English for chemistry: A language teaching approach for Chinese students. Journal of Chemical Education, 93(11), 1784-1788.
[4] Rodríguez, J. A., & Sánchez, A. (2015). ChemiBold: A trilingual card game for functional group recognition. Journal of Chemical Education, 92(10), 1590-1595.
[5] Thompson, R. C., & McMillan, J. D. (2013). The role of questioning in the learning and teaching of chemistry. Journal of Chemical Education, 90(11), 1605-1610.
- The speaker's insights extend to various fields, including health-and-wellness, as they discussed the importance of clear and effective communication in promoting personal-growth and learning.
- In line with education-and-self-development, the speaker recommended strategies such as using multiple representations, interactive learning, and adopting flipped classroom methods to make science subjects like chemistry more accessible and engaging for students learning in a second or third language.
- The speaker emphasized the significance of understanding complex concepts in science, such as chemistry, not just on a surface level, but also in terms of nutrition, which plays a crucial role in health-and-wellness and overall personal-growth.
