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Published on Jul 24, 2018in International Journal of Science Education 1.32
Ron Gray2
Estimated H-index: 2
(Northern Arizona University),
Allyson Rogan-Klyve1
Estimated H-index: 1
(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...
1 Citations Source Cite
Published on May 28, 2018in International Journal of Science Education 1.32
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...
4 Citations Source Cite
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...
14 Citations Source Cite
Published on Jan 22, 2017in International Journal of Science Education 1.32
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 ...
6 Citations Source Cite
Published on Jan 22, 2017in International Journal of Science Education 1.32
Lay Hoon Seah6
Estimated H-index: 6
(Nanyang Technological University),
Larry D. Yore28
Estimated H-index: 28
(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...
4 Citations Source Cite
Published on Jan 1, 2016in Language Teaching 2.25
Mary J. Schleppegrell19
Estimated H-index: 19
(University of Michigan)
7 Citations Source Cite
Published on May 4, 2015in Language and Education 1.26
Margie Probyn5
Estimated H-index: 5
(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’ ...
53 Citations Source Cite
Published on Jan 2, 2015in Language Culture and Curriculum 1.66
Oliver Meyer3
Estimated H-index: 3
(University of Mainz),
Do Coyle13
Estimated H-index: 13
(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...
36 Citations Source Cite
Published on Jan 2, 2015in Language Culture and Curriculum 1.66
Jasone Cenoz23
Estimated H-index: 23
(University of the Basque Country),
Yolanda Ruiz de Zarobe6
Estimated H-index: 6
(University of the Basque Country)
12 Citations Source Cite
Published on Jan 1, 2015
Sharan B. Merriam42
Estimated H-index: 42
(University of Georgia)
646 Citations Source Cite
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