Appropriation of Resources by Bilingual Students for Self-Regulated Learning of Science

Autor/inn/en	Hu, Jingjing; Gao, Xuesong
Titel	Appropriation of Resources by Bilingual Students for Self-Regulated Learning of Science
Quelle	In: International Journal of Bilingual Education and Bilingualism, 23 (2020) 5, S.567-583 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hu, Jingjing) ORCID (Gao, Xuesong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2017.1386615
Schlagwörter	Foreign Countries; Second Language Learning; English (Second Language); Bilingual Education; Bilingual Students; Independent Study; Science Education; Secondary School Students; Learning Strategies; Dictionaries; Evaluation Methods; Communities of Practice; Reading Materials; Hong Kong + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Bilingual teaching; Bilingualer Unterricht; Selbststudium; Naturwissenschaftliche Bildung; Sekundarschüler; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Dictionary; Wörterbuch; Community; Hongkong
Abstract	This study draws on the activity theory to explore how bilingual first-year secondary school students appropriate resources strategically in response to linguistic challenges in learning science through English in Hong Kong. The study explored 12 bilingual students' self-regulated strategy use by conducting in-depth interviews, stimulated recalls, observation and analysis of learning materials. Through analyzing these data, we examined how and why they appropriated and used resources strategically for self-regulated learning. The analysis revealed that the participants had used various artefacts (e.g. dictionary) and rules (e.g. evaluation criteria) to negotiate their respective roles (e.g. subject content learners and language learners) in situated communities of learning that consist of subject teachers, classmates, family members, private tutors and friends. Similarities and differences were found between the high achievers and the underachievers with regard to the use of resource-mediated strategies and the underlying reasons. The results inform the development of pedagogical schemes to enhance bilingual students' self-regulated strategic learning of academic subjects through English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01