Creating Shared Access: Bilingual Teachers and Children Using Technology to Multimodally Negotiate Understandings in Science and Language

Autor/inn/en	Martinez-Alvarez, Patricia; Pantin, Laura; Kajamaa, Anu
Titel	Creating Shared Access: Bilingual Teachers and Children Using Technology to Multimodally Negotiate Understandings in Science and Language
Quelle	In: Multiple Voices for Ethnically Diverse Exceptional Learners, 18 (2018) 1, S.22-41 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1547-1888
Schlagwörter	Bilingual Teachers; Assistive Technology; After School Programs; Learning Processes; Concept Formation; Learning Experience; Educational Needs; Special Needs Students; Preservice Teachers; Teacher Student Relationship; English (Second Language); Second Language Learning; Second Language Instruction; Science Instruction; Interdisciplinary Approach; Learning Problems; Educational Technology; Teaching Methods; Learning Disabilities; Hispanic American Students; Audio Equipment + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Learning process; Lernprozess; Concept learning; Begriffsbildung; Lernerfahrung; Educational need; Bildungsbedarf; Sonderpädagogischer Förderbedarf; Teacher student relationships; Lehrer-Schüler-Beziehung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lernproblem; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Learning handicap; Lernbehinderung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Audio-CD
Abstract	We explore whether the use of assistive technology allows teachers and children to negotiate shared understandings for learning science and language. We understand our afterschool sessions as critical encounters. Artifacts used in the encounters enabled transcending of the tensions and became drivers for learning. In the studied 13 encounters, science conceptual development was privileged over other learning, such as language or multimodality. Those encounters including children who were positioned as less able to learn in the school deemed the highest number of artifacts. We suggest that the promotion of meaningful learning experiences for children with a variety of educational needs, particularly those deemed as less able, calls for the use of technological tools allowing for multimodal negotiation of shared understandings. (As Provided).
Anmerkungen	Division for Culturally and Linguistically Diverse Learners, Council for Exceptional Children. 615 E 52nd Street Suite 347, University of Missouri-Kansas City, Kansas City, MO 64110. Tel: 816-235-2401; Fax: 816-235-2260; e-mail: umkcmultiple@umkc.edu; Web site: https://multiplevoicesjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01