Understanding Interactions in Multilingual Science Classrooms through Cultural-Historical Activity Theory (CHAT): What Do Contradictions Tell Us?

Autor/inn/en	Salloum, Sara; BouJaoude, Saouma
Titel	Understanding Interactions in Multilingual Science Classrooms through Cultural-Historical Activity Theory (CHAT): What Do Contradictions Tell Us?
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 7, S.1333-1355 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Salloum, Sara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10114-5
Schlagwörter	Language of Instruction; Multilingualism; Science Education; Foreign Countries; Educational Theories; Middle School Teachers; Science Teachers; Learning Activities; Lebanon + Suchen Sie Ihr Suchwort? Teaching language; Unterrichtssprache; Mehrsprachigkeit; Multilingualismus; Naturwissenschaftliche Bildung; Ausland; Educational theory; Theory of education; Bildungstheorie; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; Lernaktivität; Libanon
Abstract	Interactions in multilingual science classrooms involve local cognitive and sociocultural dimensions along with global contextual aspects such as language-in-education policies. The intersection of these has implications for providing quality science education and supporting diverse students. This study investigates interactions in Lebanese multilingual science classrooms by using an integrative framework to analyze dialogicity of "local" classroom practices, or the extent to which students' ideas are acknowledged and built upon for conceptual learning. Cultural Historical Activity Theory (CHAT) is then used to depict local practices within the larger "global" contextual aspects. Data were collected through instrumental case studies of three middle school science teachers in schools of different socioeconomic levels. Data sources included: (1) videotaped science lessons; (2) teacher and school leader interviews; and (3) student group interviews. Data were then arranged into an activity system for each teacher's classroom. Each activity system showed how local interactions and practices were situated within contextual aspects and the emergent contradictions in each. We discuss what contradictions tell us about interactions in Lebanese multilingual science classrooms and how these can inform professional development in multilingual science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01