Emergent Multilingual Learners Use of Multimodal Discursive Resources in Science Journals to Communicate "Doing" and "Learning"

Autor/inn/en	Price, Callie; Biffi, Daniella; Weinburgh, Molly H.; Smith, Kathy Horak; Silva, Cecilia; Amylett, Monica; Domino, Antonia
Titel	Emergent Multilingual Learners Use of Multimodal Discursive Resources in Science Journals to Communicate "Doing" and "Learning"
Quelle	In: Electronic Journal for Research in Science & Mathematics Education, 26 (2023) 4, S.17-39 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Price, Callie) ORCID (Biffi, Daniella) ORCID (Weinburgh, Molly H.) ORCID (Smith, Kathy Horak) ORCID (Silva, Cecilia) ORCID (Amylett, Monica)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Diaries; Science Instruction; Earth Science; Writing (Composition); English Language Learners; English (Second Language); Summer Programs; Universities; School Districts; Partnerships in Education; Discourse Analysis; Grade 7; Bilingual Students + Suchen Sie Ihr Suchwort? Diary; Tagebuch; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Earth sciences; Geowissenschaften; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache; Sommerkurs; University; Universität; School district; Schulbezirk; Hochschulpartnerschaft; Diskursanalyse; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Sociocultural language learning theory and situated learning theory stress the importance of social interactions and context in both science and language learning. In addition, researchers have highlighted the important role that multimodal language plays in meaning-making and communication in science. The purpose of this study was to examine the multimodal discursive resources emergent multilingual learners (EMLs) used in their journals on the topic of erosion. Thus, we ask "in what ways do multimodal discursive resources differ as EMLs describe doing an investigation (practices) and learning (content) in response to a writing prompt (What I did-What I learned)?" This research, grounded in an interpretive/constructivist paradigm, examined the journals of 18 EMLs who participated in a summer program where they engaged in the social context of scientific practice. Students used the What I Did/What I Learned (WID/WIL) writing prompt to describe the practices used in the classroom investigations and the knowledge resulting from these investigations. The WID/WIL journal entries were examined using template analysis coding. The template consisted of four major categories: writing, mathematical expressions, manual-technical operations, and setting. Findings indicated that EMLs utilized writing and mathematical expressions to communicate their manual technical operations (practice) and knowledge (content) of erosion. EMLs did not use visual representations as part of their multimodal resources. Implications for science teaching and the use of the WID/WIL as a writing prompt are included. (As Provided).
Anmerkungen	Southwestern University and Texas Christian University. TCU Box 297900, Fort Worth, TX 76129. Tel: 817-257-6115; e-mail: ICRSME.Consultation@gmail.com; Web site: http://ejrsme.icrsme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01