The Efficacy and Relevancy of the Language Courses in the Preparation of Elementary Science and Mathematics Prospective Teachers

Abstract

The present study aims to determine the efficacy and relevancy of the two foreign language courses required for preparing elementary prospective teachers to teach Science and Mathematics in English or French.  The study is a mixed one relying on quantitative data collected from the rating scales and the 5-point Likert-type Scale Questionnaires while the qualitative data is collected from the open-ended questions.  Data was collected from: a) a questionnaire addressed to professors and instructors who teach the two language courses: “Language of Teaching” (FCE) and “Techniques of Expression” (TE), b) a questionnaire administered to science and mathematics trainers, c) a questionnaire addressed to students in the 2^nd and 3^rd semesters majoring in science and mathematics Education, d) a questionnaire addressed to a purposeful sample—3^rd year students majoring in science and math education, and e) a questionnaire addressed to the science and mathematics coordinators. The objective of the questionnaires is to determine the participants’ conceptions of the efficacy of the foreign language courses, and whether those courses meet the needs of the science and mathematics students. Results indicate that students were not satisfied with the language courses. Recommendations for teaching foreign languages to Science and Mathematics students are also highlighted.