From Transmission to Constructivism: Pedagogical Models for Teaching Non-Linguistic Disciplines in a Second Language

Abstract

Teachers of science and other non-linguistic disciplines who teach through English or another second language are expected to teach both their subject and the language itself, without having been trained for this dual role. This paper examines what theory suggests such teaching should look like as it first clarifies a terminology that is often used loosely in the literature: general versus specialized language, Language for Specific Purposes (LSP), English for Specific Purposes (ESP), English as a Medium of Instruction (EMI), and Content and Language Integrated Learning (CLIL). It then examines NLD teaching through three influential models of knowledge transmission: the transmission model, the behavioral approach, and constructivism. By analyzing the established tasks of the NLD teacher through each model, it becomes clear that constructivism provides the strongest theoretical foundation for second-language NLD teaching. Moreover, when combined with bilingualism viewed as a pedagogical resource rather than a barrier, constructivism offers the most coherent and effective approach. Finally, the paper argues that the gap between this theoretical preference and the transmission and behaviorist-oriented practices commonly found in under-resourced multilingual classrooms is best explained by structural constraints, such as limited teacher training, inadequate materials, and insufficient institutional support, rather than by shortcomings in teachers’ pedagogical judgment. It concludes by outlining the implications of this argument for teacher education and professional development.