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Issue 1, 2001
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A study of twenty years ago showed the extent of the problems associated with the misunderstanding of common language used in a science context. This present sample study indicates that the problems have not gone away. It also reveals that the problems are even greater for pupils whose second language is English. The study goes on to explore the underlying psychological problems caused by language blockages and attempts to measure their effects. The findings are, that pupils, struggling to learn science in a second language, lose at least 20% of their capacity to reason and understand in the process. This has a serious message for countries which, for otherwise good reasons, teach their pupils through the medium of English rather than in the native language. This message also applies to those who have to teach mixed language groups. [Chem. Educ. Res. Pract. Eur.: 2001, 2, 19-29]

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The article was received on 15 Oct 2000 and accepted on 04 Dec 2000

Article type: Paper
DOI: 10.1039/B0RP90028A
Chem. Educ. Res. Pract., 2001,2, 19-29

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    A. H. JOHNSTONE and D. SELEPENG, Chem. Educ. Res. Pract., 2001, 2, 19
    DOI: 10.1039/B0RP90028A

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