Doing Science through Translanguaging: A Study of Translanguaging Practices in Secondary English as a Medium of Instruction Science Laboratory Sessions

Autor/inn/en	Pun, Jack K. H.; Tai, Kevin W. H.
Titel	Doing Science through Translanguaging: A Study of Translanguaging Practices in Secondary English as a Medium of Instruction Science Laboratory Sessions
Quelle	In: International Journal of Science Education, 43 (2021) 7, S.1112-1139 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pun, Jack K. H.) ORCID (Tai, Kevin W. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1902015
Schlagwörter	Code Switching (Language); Science Instruction; Scientific Concepts; Concept Formation; Hands on Science; Laboratory Experiments; Sino Tibetan Languages; English (Second Language); Content and Language Integrated Learning; Language of Instruction; Multilingualism; Semiotics; Interaction; Peer Relationship; Group Activities; Instructional Effectiveness; Secondary School Students; Grade 10; Adolescents; Classroom Environment; Foreign Countries; Hong Kong + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Concept learning; Begriffsbildung; Laboratory work; Laborarbeit; English as second language; English; Second Language; Englisch als Zweitsprache; CLIL; Lernkonzept; Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Semiotik; Interaktion; Peer-Beziehungen; Gruppenaktivität; Unterrichtserfolg; Sekundarschüler; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Klassenklima; Unterrichtsklima; Ausland; Hongkong
Abstract	This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work. Inductive qualitative discourse analysis was conducted to examine how students' translanguage in a group completing tasks in two Grade 10 secondary science labs (biology and chemistry) in a Hong Kong EMI secondary school and how such a joint process of knowledge construction promotes the learning of scientific concepts. Using translanguaging as a theoretical framework, the analysis shows that even though schools have imposed an English-only policy, students use their linguistic and semiotic resources to both co-construct their scientific knowledge and practise their science apprenticeship. Translanguaging plays a role in mediating the students' understanding of science, facilitating peer work and creating an enjoyable learning environment in the lab. The result implies that translanguaging as a pedagogical tool may create a space for content subject learning in Hong Kong EMI school setting. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01