<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Zanele Vilakazi</style></author><author><style face="normal" font="default" size="100%">Lydia Mavuru</style></author><author><style face="normal" font="default" size="100%">Sam Ramaila</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">MULTILINGUAL EDUCATION IN LIFE SCIENCES: TEACHERS' AND LEARNERS' BELIEFS ABOUT CODE-SWITCHING </style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">code-switching</style></keyword><keyword><style  face="normal" font="default" size="100%">cognitive academic language proficiency</style></keyword><keyword><style  face="normal" font="default" size="100%">learner beliefs</style></keyword><keyword><style  face="normal" font="default" size="100%">multilingual education</style></keyword><keyword><style  face="normal" font="default" size="100%">Teacher beliefs</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1734897768.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">23</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In South Africa, where multilingualism is prevalent, code-switching—a practice of alternating between languages—plays a significant role in shaping classroom dynamics and learning outcomes. This study explores the beliefs of both teachers and learners regarding code-switching in Life Sciences classrooms. Utilizing quantitative methods, the research is grounded in the Cognitive Academic Language Proficiency (CALP) framework which emphasizes the pivotal role of language in the learning process. Data were collected from 100 learners and 44 secondary school teachers across multilingual areas in Sedibeng West, Gauteng Province in South Africa, using questionnaires. The findings reveal that teachers view code-switching as an effective strategy for clarifying complex scientific concepts and addressing language barriers, despite concerns about its potential impact on language proficiency and dependency. Learners, on the other hand, value code-switching for its role in making learning material more accessible and understandable. This study highlights the nuanced role of code-switching in enhancing educational outcomes in multilingual settings and suggests its potential benefits and challenges in the context of Life Sciences education.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1291-1309</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Thasmai Dhurumraj</style></author><author><style face="normal" font="default" size="100%">Sam Ramaila</style></author><author><style face="normal" font="default" size="100%">Ferhana Raban</style></author><author><style face="normal" font="default" size="100%">Ahmed Ashruf</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BROADENING EDUCATIONAL PATHWAYS TO STEM EDUCATION THROUGH ONLINE TEACHING AND LEARNING DURING COVID-19: TEACHERS’ PERSPECTIVES</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">COVID-19</style></keyword><keyword><style  face="normal" font="default" size="100%">online teaching</style></keyword><keyword><style  face="normal" font="default" size="100%">pandemic</style></keyword><keyword><style  face="normal" font="default" size="100%">pedagogy</style></keyword><keyword><style  face="normal" font="default" size="100%">STEM</style></keyword><keyword><style  face="normal" font="default" size="100%">Teaching practices</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/987-1613414365.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">COVID-19 posed formidable challenges to the teaching and learning of subjects with abstract concepts such as Science, Technology, Engineering and Mathematics (STEM).  The study explored how STEM teachers transformed their pedagogical practices as an integral part of the transition to online teaching and learning in response to COVID-19 and further examined the effectiveness of online teaching and learning. The study adopted an exploratory descriptive survey design and involved purposively selected STEM teachers from schools operating under the auspices of the Association of Muslim Schools. The Technological Pedagogical Content Knowledge (TPACK) framework underpinned the study. Quantitative data was collected through the administration of a Likert scale instrument. Data was analysed using inferential and descriptive statistics.  Findings revealed that COVID-19 essentially compelled teachers to make a transition to online teaching and learning resulting in a concomitant profound impact on their pedagogical practices.  Teachers provided various perspectives on the key modalities adopted to navigate online teaching and learning on virtual platforms in an attempt to ensure sustainable, equitable and inclusive teaching and learning. Implications for broadening educational pathways to STEM education through online teaching and learning on virtual platforms and sustainable teacher professional development on technology integration in teaching and learning are discussed.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1055-1067</style></section></record></records></xml>