Attending to Science Language Demands in Multilingual Classrooms: A Case Study

Autor/inn/en	Seah, Lay Hoon; Silver, Rita Elaine
Titel	Attending to Science Language Demands in Multilingual Classrooms: A Case Study
Quelle	In: International Journal of Science Education, 42 (2020) 14, S.2453-2471 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Silver, Rita Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1504177
Schlagwörter	Case Studies; Secondary School Teachers; Multilingualism; Second Language Learning; Second Language Instruction; English (Second Language); Language Usage; Video Technology; Language of Instruction; Science Instruction; Classroom Communication; Language Proficiency; Speech Communication; Academic Language; Group Discussion; Discourse Analysis; Foreign Countries; Indonesian Languages; Dravidian Languages; Chinese; Native Language; Ethnic Groups; Singapore + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachgebrauch; Teaching language; Unterrichtssprache; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Klassengespräch; Language skill; Language skills; Sprachkompetenz; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Gruppendiskussion; Diskursanalyse; Ausland; Indonesisch; China; Chinesen; Ethnie; Singapur
Abstract	This case study examines how three science teachers in a secondary school attended to the language demands of science through oral interactions in classes of multilingual students with diverse English proficiencies. It specifically unpacks the intricate role of language in science education, where teachers must address disciplinary-specific language demands as well as build academic language, within a policy environment that stresses English as medium-of-instruction for science education. Thirty-nine video recordings, comprising three full sets of lessons on the topic Human Circulatory System, were analysed. Instances of whole-class discussion during which an aspect of language (e.g. form, meaning or type) was addressed were the focus of analysis. The analysis shows some common features of language support across teachers, especially in terms of teaching scientific terminology, as well as features that provided additional support from one teacher. These features included unpacking the language demands of science beyond discrete terminology and use of students' language. The article highlights interactions which can contribute to student opportunities for meaning-making in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01