Translated Science Textbooks in Dual Language Programs: A Comparative English-Spanish Functional Linguistic Analysis

Autor/inn/en	Ramirez, Andrés; Sembiante, Sabrina F.; de Oliveira, Luciana C.
Titel	Translated Science Textbooks in Dual Language Programs: A Comparative English-Spanish Functional Linguistic Analysis
Quelle	In: Bilingual Research Journal, 41 (2018) 3, S.298-311 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ramirez, Andrés) ORCID (Sembiante, Sabrina F.) ORCID (de Oliveira, Luciana C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1523-5882
DOI	10.1080/15235882.2018.1494061
Schlagwörter	Bilingual Education; Translation; Textbooks; English (Second Language); Second Language Learning; Second Language Instruction; Articulation (Education); Neoliberalism; Science Instruction; Grammar; Vocabulary; Grade 3; Elementary School Students; Units of Study; Contrastive Linguistics; Semantics; Teacher Education Programs; Content Analysis; Monolingualism; Foreign Countries; Spanish; State Standards; Florida; South America + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Textbook; Text book; Schulbuch; Lehrbuch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Articulation; Artikulation (Ling); Artikulation; Aussprache; Neo-liberalism; Neoliberalismus; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Grammatik; Wortschatz; School year 03; 3. Schuljahr; Schuljahr 03; Lerneinheit; Linguistics; Kontrastive Linguistik; Semantik; Inhaltsanalyse; Ausland; Spanisch; Südamerika
Abstract	A comparative lexicogrammatical and logicosemantic systemic functional analysis of two third-grade science curricular units on the topic of "matter" written in Spanish is presented. One of these curricular units, translated from an English textbook, or "mirror text," is used in dual language programs (Spanish-English) in the United States; the other is used in regular elementary science for monolingual Spanish students in some Latin American countries, including Colombia and Venezuela. After a discussion on how standards-aligned textbooks contribute to the deskilling and further disenfranchising of teachers that corresponds to a neoliberal agenda for education, the cross-linguistic analysis reveals that while the mirror text reflected a knower-code structure preoccupied with the here and now and with building interpersonal affiliations, the authentic Spanish text was concerned with building knowledge codes related to global themes seeking to build disciplinary science knowledge. That is, by foregrounding English structure and curricular pacing, the use of translated or mirror texts in dual language programs (in this case translated Spanish versions of English regular textbooks) unintentionally but effectively served as a lexicogrammatical, semantic, and curricular straightjacket not only preventing students and teachers from making potential key meaningful connections between languages but calling into question the possibility of a real language separation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01