Demystifying the English bias in science

Abstract Whilst the prevalence of English in STEM-related fields is well established, less is understood about the opportunities to study these subjects in languages other than English. This study examined pupils’ likelihood of studying STEM-related subjects in Welsh-medium secondary schools in Wales, their linguistic choices around these subjects and their attitudes towards learning such subjects in English and/or in Welsh. The results revealed a general impression among pupils of the importance of English for STEM, which, mediated by their own linguistic backgrounds, abilities and experiences, influenced pupils’ linguistic choices and desires. Since the propensity towards monolingual engagement with these subjects — in Welsh or in English — may limit the scope for scaffolding their learning across languages and the benefits that incur, we propose alternative bilingual approaches to STEM-related subject teaching.