English language learners’ participation in the discourse of a multilingual science classroom

Published on Jun 13, 2019in International Journal of Science Education1.25
· DOI :10.1080/09500693.2019.1607618
Shu-Wen Lan1
Estimated H-index: 1
(NPUST: National Pingtung University of Science and Technology),
Luciana C. de Oliveira10
Estimated H-index: 10
(UM: University of Miami)
ABSTRACTRecent science-education reforms have targeted students’ ability to ‘talk science’, especially in science classrooms. Prior research has shown that participation in scientific discourse in class is one of the most challenging scientific-literacy tasks, and particularly complex for English language learners (ELLs) at the upper elementary level. The present study explores this issue in a fourth-grade science classroom in the United States in which students from various linguistic and cultural backgrounds were studying together. Specifically, it analyzes the case of a focal Asian-background ELL who encountered challenges in her attempts to respond to the teacher’s questions and participate in the classroom academic discourse on earth science. Our analysis indicated that this ELL was unaware of the teacher’s expectations regarding the intertextual connections and academic language required to successfully accomplish science tasks. The ELL’s unexpected responses exposed a complex set of academic and so...
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Published on Jul 24, 2018in International Journal of Science Education1.25
Ron Gray2
Estimated H-index: 2
(NAU: Northern Arizona University),
Allyson Rogan-Klyve1
Estimated H-index: 1
(CWU: Central Washington University)
ABSTRACTThis study examines the classroom talk about models and modelling of two secondary science teachers implementing a model-based inquiry instructional unit. The goal was to better understand the opportunities for explicit metamodeling talk in the science classroom. The findings revealed the ways in which they used language to frame the modelling work of the classroom. Instances of modelling talk were identified in classroom videos, and coded using a framework for metamodeling knowledge. Fi...
Published on May 28, 2018in International Journal of Science Education1.25
Annika Karlsson2
Estimated H-index: 2
(Malmö University),
Pia Nygård Larsson2
Estimated H-index: 2
(Malmö University),
Anders Jakobsson1
Estimated H-index: 1
(Halmstad University)
ABSTRACTThis study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also...
Luis E. Poza1
Estimated H-index: 1
(University of Colorado Denver)
ABSTRACTMuch attention is now given to academic language, particularly in content areas such as science, amid persistent achievement disparities between students classified as English Language Learners, and more recently, Long Term English Learners, and their English-proficient peers. This attention has fueled debate about the precise features of such language and the best ways to help students develop them. This work uses data from ethnographic observation and recordings of student interactions...
Published on Jan 22, 2017in International Journal of Science Education1.25
Jan Andersson1
Estimated H-index: 1
(Karlstad University),
Margareta Enghag6
Estimated H-index: 6
(Stockholm University)
In this case study, we explore students’ communication during practical work in physics at an upper secondary school in Sweden from a sociocultural perspective. We investigate the relation between ...
Published on Jan 22, 2017in International Journal of Science Education1.25
Lay Hoon Seah6
Estimated H-index: 6
(NTU: Nanyang Technological University),
Larry D. Yore28
Estimated H-index: 28
(UVic: University of Victoria)
ABSTRACTThis study of three science teachers’ lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these teachers’ four culturally and linguistically diverse Grade 4 classes (10 years old) with English as the language of instruction constitute the data fo...
Published on Jan 1, 2016in Language Teaching1.56
Mary J. Schleppegrell19
Estimated H-index: 19
(UM: University of Michigan)
Published on May 4, 2015in Language and Education1.16
Margie Probyn5
Estimated H-index: 5
(UWC: University of the Western Cape)
This paper reports on the classroom languaging practices of a group of science teachers in rural and township schools in South Africa where the majority of learners learn through the medium of English, despite the fact that it is the home language of only a small minority; and learners’ poor English proficiency frequently restricts their access to the curriculum. The purpose of the study was to explore how these science teachers utilised the linguistic resources of the classroom – the learners’ ...
Published on Jan 2, 2015in Language Culture and Curriculum1.57
Jasone Cenoz23
Estimated H-index: 23
(UPV/EHU: University of the Basque Country),
Yolanda Ruiz de Zarobe6
Estimated H-index: 6
(UPV/EHU: University of the Basque Country)
Published on Jan 2, 2015in Language Culture and Curriculum1.57
Oliver Meyer3
Estimated H-index: 3
(University of Mainz),
Do Coyle14
Estimated H-index: 14
(Aberd.: University of Aberdeen)
+ 2 AuthorsTeresa Ting1
Estimated H-index: 1
(University of Calabria)
Over the past decades content and language integrated learning (CLIL) research has predominantly focused on the language proficiency of CLIL learners. The results are very promising and show that working language skills in learners, especially reading and listening skills, can be improved through a CLIL programme. Studies focusing on subject learners are still few but they indicate that learners maintain or under certain conditions can improve their subject learning when compared to learners lea...
Published on Jan 1, 2015
Sharan B. Merriam42
Estimated H-index: 42
(UGA: University of Georgia)
Cited By0
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