To Integrate a Language Focus in a Linguistically Diverse Physics Classroom

Autor/in	Uddling, Jenny
Titel	To Integrate a Language Focus in a Linguistically Diverse Physics Classroom
Quelle	In: Language and Education, 36 (2022) 3, S.259-278 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Uddling, Jenny)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1933018
Schlagwörter	Physics; Grade 5; Elementary School Teachers; Metalinguistics; Science Instruction; Teaching Methods; Foreign Countries; Multilingualism; Elementary School Students; Sweden + Suchen Sie Ihr Suchwort? Physik; School year 05; 5. Schuljahr; Schuljahr 05; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Metalanguage; Metasprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Mehrsprachigkeit; Multilingualismus; Schweden
Abstract	It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and language. Previous studies have revealed "how" the language of science, especially the written language of science, is used to create a certain meaning. Research on interventions shows how this knowledge, through a functional metalanguage, can be used successfully. However, few studies explore how teachers in science instruction themselves integrate a language focus in their linguistically diverse classrooms. This ethnographic case study investigates how a teacher, through her planned metalanguage activities, integrated language in her physics classrooms in Year 5. The results reveal that (1) the activities focused on the students' literacy development; (2) the activities sometimes had "an integrated language and subject focus" and sometimes "an isolated language focus"; and (3) the students put a great deal of effort into understanding how they were to perform the various "framed" activities. The study has implications for how a language focus can be integrated in subject teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01