The Power of Inclusion: Embracing Multilingual E-Learning Opportunities in Science Education

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Author(s): Erasmos Charamba (University of the Witwatersrand, South Africa)
Copyright: 2021
Pages: 18
Source title: Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy
Source Author(s)/Editor(s): Aras Bozkurt (Anadolu University, Turkey)
DOI: 10.4018/978-1-7998-7275-7.ch022

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

The year 2019 saw the emergence of COVID-19, an infectious disease spread through human-to-human transmission. This resulted in the immediate worldwide suspension of contact classes as countries tried to contain the wide spread of the pandemic. Consequently, educational institutions were thus left with only one option: e-learning. E-learning is the delivery of learning experiences through the use of electronic mail, the internet, the world wide web, and it can either be synchronous or asynchronous. Through the translanguaging lens, this chapter reports on a qualitative study that sought to explore the crucial role language plays in the e-learning of multilingual science students at a secondary school in South Africa. The e-learning lessons were in the form of videos, multilingual glossaries, and narrated slides in English and isiZulu languages. Data was collected through lesson observations and interviews held via Microsoft Teams. This chapter suggests numerous cognitive and socio-cultural benefits of multilingual e-learning pedagogy and recommends its use in education.

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The Power of Inclusion: Embracing Multilingual E-Learning Opportunities in Science Education

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