CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Sheltered Instruction offers ELL students with the necessary support and time to concentrate on improving language fluency, as well as the required material in graduation-required curriculum areas (Echevarria et al;2022).

Echevarria et al. (2022) explain that enrolling ELL students in sheltered instruction content area classes affords them opportunity to enhance English language skills, material understanding, and task completion skills.

Sheltered instruction is an instructional method that combines language and subject education (Wikipedia,2022). The objective of sheltered education is to make subject matter accessible to all students (Wikipedia,2022)

Throughout the day, children in sheltered instruction courses receive intelligible core material instruction from a core instructor. To teach language and content, sheltered education employs a communicative approach that emphasizes communication and functions above grammar and structure. When addressing content concepts, the method emphasizes the use of language functions such as bargaining, explaining, describing, and defining.

The topic is presented utilizing instructional methodologies that scaffold the content's learning through the use of visuals, gestures, manipulatives, paraphrasing, etc. Each class contains distinct language and topic objectives. The use of higher-order language, particularly in questioning (Echevarria et al., 2022) and critical thinking are also essential components of sheltered education.

Researchers have discovered that ELL students whose teachers implemented the sheltered teaching observation procedure performed better (SIOP components).

A research conducted between 1998 and 2000 contrasted two large groups of ELL middle school pupils from the east and west coasts who were taught by certified ESL instructors. One set of pupils was instructed by teachers who underwent SIOP model training. The professors of the second set of students were unfamiliar with the SIOP paradigm. The two groups of students were given prompts in the fall and spring that required expository writing using the Illinois measure of Annual Growth in English (IMAGE) assessment rubric. The results indicated that the teachers using the SIOP model outperformed their ELL peers who had not been taught using the model (Echevarria et al;2022).

Honigsfeld & Cohan(2022) researched a group of New York public school teachers who cooperated to learn more about the SIOP model and apply it. By studying ELL student artifacts, these educators discovered the model's success. The pupils' writing samples and utilization of graphic organizers improved. The teachers also observed an improvement in the creativity, engagement, and comprehension of their ELL pupils (Honisfeld and Cohan, 2022). As evidenced by these research, when sheltered training is handled effectively, it may have a favorable effect on the language skills of ELL children.

1.2 STATEMENT OF THE PROBLEM

Unsatisfactory academic performance, especially in public examinations, is one of the contemporary educational issues of public concern (Kolawole & Dele, 2022). This low level of success in a variety of academic areas may be the result of inadequate English language instruction in elementary school. According to a number of studies, linguistic inefficiency inevitably results in low academic achievement (Onukaogu, 2022).

Reports from the senior secondary certificate examination (SSCE) indicate language-related problems that contribute to pupils' weaknesses in reading and writing, such as the inability to follow directions, make observations, and draw the proper conclusion (Report by WAEC Chief Examiners 2022).

Students learning English as a second language have trouble grasping the meaning of logical connections in scientific language, according to Dale and Cuevas (2022). As Maleki and Zangani (2022) note, ELL students' inability to completely comprehend the contents and concepts of various sections of the curriculum taught in the target language (English) appears to be one of the most important challenges they encounter in their specific course of study. This may be owing to their lack of proficiency in English, the medium of teaching, which may have a detrimental impact on their overall academic performance. Therefore, the entire success of ESL students in Nigeria is highly dependent on their English ability.

According to the chief examiner's report (2022), the following issues are related to science subjects:

a.         Students' inability to communicate effectively in English on scientific subjects

b.        Lack of depth of understanding in the subject matter

c.         Students' inability to record observations during experiments.

d.        Lack of equipment and resources to teach particular curriculum topic.

e.         Students' belief that science courses must be remembered, preventing them from transferring the understanding of basic ideas learned in lower grades.

f.         Students are deficient in written English (misspellings);

g.        Failure to comply to directions on the question paper;

h.        Lack of self-confidence leading to copying and frequent cancellations in presenting work.

1.3 OBJECTIVES OF THE STUDY

The primary objective of this study is to examine English Language learners performance in Basic Science using sheltered instructions. Specifically but not limited to, other objectives of this study are:

i.          To find out whether English Language learners perform well in Basic Science.

ii.        To find out the different instruction methods used in teaching Basic Science.

iii.      To find out whether English Language learners taught using sheltered instructions perform better than students taught with other methods.

iv.      To find out whether English Language learners taught using sheltered instructions have a better attitude towards science.

1.4 RESEARCH QUESTIONS

These questions shall be answered in this study:

i.          Do English Language learners perform well in Basic Science?

ii.        What are the different instruction methods used in teaching Basic Science?

iii.      Do English Language learners taught using sheltered instructions perform better than students taught with other methods?

iv.      Do English Language learners taught using sheltered instructions have a better attitude towards science?

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