Teaching Science to Elementary Students Using Mother Tongue versus a Foreign Language: The Case of Lebanon
Wassim Abou Yassin, Haneen Chaaban

Abstract
This study examines the attitudes of science teachers in Bekaa-Lebanon towards the language of instruction of science in the elementary level. Data was collected by a five-point Likert scale questionnaire. 79 science teachers were chosen by convenient sampling. Data was analyzed by descriptive statistics and content analysis. Results revealed that 45% of teachers supported the use of Arabic language in instructing science and 41% supported the use of English language. Furthermore, teachers had an attitude that the use of English language increases students’ application and explanation skills and increases their ability to link information between subjects. In addition, teachers had an attitude that matching the language of instruction with students’ mother tongue doesn’t increase their achievement.

Full Text: PDF