English Language Learners' Participation in the Discourse of a Multilingual Science Classroom

Autor/inn/en	Lan, Shu-Wen; de Oliveira, Luciana C.
Titel	English Language Learners' Participation in the Discourse of a Multilingual Science Classroom
Quelle	In: International Journal of Science Education, 41 (2019) 9, S.1246-1270 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (de Oliveira, Luciana C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1607618
Schlagwörter	English Language Learners; Science Instruction; Student Participation; Scientific Literacy; Educational Change; Elementary School Students; Grade 4; Cultural Differences; Asian Americans; Teacher Student Relationship; Earth Science; Academic Language; Classroom Communication; Expectation; Behavior Problems; Multilingualism; Course Content; Second Language Learning; English (Second Language); Discourse Analysis + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bildungsreform; School year 04; 4. Schuljahr; Schuljahr 04; Kultureller Unterschied; Asian immigrant; United States; Asiatischer Einwanderer; USA; Teacher student relationships; Lehrer-Schüler-Beziehung; Earth sciences; Geowissenschaften; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Klassengespräch; Expectancy; Erwartung; Mehrsprachigkeit; Multilingualismus; Kursprogramm; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Diskursanalyse
Abstract	Recent science-education reforms have targeted students' ability to 'talk science', especially in science classrooms. Prior research has shown that participation in scientific discourse in class is one of the most challenging scientific-literacy tasks, and particularly complex for English language learners (ELLs) at the upper elementary level. The present study explores this issue in a fourth-grade science classroom in the United States in which students from various linguistic and cultural backgrounds were studying together. Specifically, it analyzes the case of a focal Asian-background ELL who encountered challenges in her attempts to respond to the teacher's questions and participate in the classroom academic discourse on earth science. Our analysis indicated that this ELL was unaware of the teacher's expectations regarding the intertextual connections and academic language required to successfully accomplish science tasks. The ELL's unexpected responses exposed a complex set of academic and social issues -- notably, gaps between the teacher's, students', and ELL's own expectations about language participation -- that could have contributed to her supposed behavioural problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01