Challenges Related to Language Faced by Mainstream Primary Teachers when Teaching Science to EAL/D Arab Migrants

This study explores language-based challenges faced by primary teachers teaching science to EAL/D Arab migrant students in Australian independent schools. Using a mixed-methods approach, data were collected through questionnaires and semi-structured interviews with six teachers. Key language challenges included limited scientific vocabulary and difficulties with complex texts. Thematic analysis also revealed non-language challenges, such as poor reading habits and analytical skills, which interact with language issues. Guided by social constructivism and Bernstein’s pedagogic discourse, the research situates these findings within broader educational theories. Recommendations address targeted resources, teacher training, and policy reforms to enhance science learning for EAL/D Arab students, bridging language barriers and fostering equitable educational outcomes.