"May I Speak Cantonese?"--Co-Constructing a Scientific Proof in an EFL Junior Secondary Science Classroom

Autor/inn/en	Lin, Angel M. Y.; Wu, Yanming
Titel	"May I Speak Cantonese?"--Co-Constructing a Scientific Proof in an EFL Junior Secondary Science Classroom
Quelle	In: International Journal of Bilingual Education and Bilingualism, 18 (2015) 3, S.289-305 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2014.988113
Schlagwörter	English (Second Language); Sino Tibetan Languages; Second Language Learning; Science Instruction; Teacher Student Relationship; Bilingual Education; Junior High School Students; Code Switching (Language); Discourse Analysis; Secondary School Teachers; Teaching Methods; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teacher student relationships; Lehrer-Schüler-Beziehung; Bilingual teaching; Bilingualer Unterricht; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Diskursanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Hongkong
Abstract	In this paper, an excerpt of teacher-student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher-student dialogue. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01