The Outcomes of Fifth-Grade Emergent Bi/Multilinguals' Introduction to a Visual Metalanguage When Constructing Scientific Explanations in Hong Kong

Autor/inn/en	Williams, Melanie; Tang, Kok-Sing
Titel	The Outcomes of Fifth-Grade Emergent Bi/Multilinguals' Introduction to a Visual Metalanguage When Constructing Scientific Explanations in Hong Kong
Quelle	In: Asia-Pacific Science Education, 7 (2021) 2, S.309-342 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williams, Melanie) ORCID (Tang, Kok-Sing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
Schlagwörter	Grade 5; Elementary School Students; Metalinguistics; Science Education; Bilingualism; Multilingualism; Visual Stimuli; Science Instruction; Video Technology; Scientific Concepts; Teaching Methods; Foreign Countries; Outcomes of Education; Visual Aids; English (Second Language); Mandarin Chinese; Language of Instruction; Second Language Learning; Case Studies; Lesson Plans; Sino Tibetan Languages; Freehand Drawing; Hong Kong + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Metalanguage; Metasprache; Naturwissenschaftliche Bildung; Bilingualismus; Mehrsprachigkeit; Multilingualismus; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lernleistung; Schulerfolg; Anschauungsmaterial; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Case study; Fallstudie; Case Study; Lesson planning; Unterrichtsplanung; Drawing; Zeichnen; Hongkong
Abstract	The visual mode provides emergent bi/multilinguals an essential resource to construct scientific explanations. Yet, while a metalanguage is used to describe the written mode of scientific language such as, claim, evidence, reason; there is little research that makes students aware of the metalanguage of a visual mode. We propose an introduction to the visual metalanguage will ensure emergent bi/multilinguals better access to the visual mode. This study employs an instrumental case study to examine the introduction of visual metalanguage to a fifth-grade science class. Two cameras record ten emergent bi/multilinguals as they construct scientific explanations in nine lessons. We use a framework informed by social semiotics to analyse the meanings made. The data revealed that an awareness of the visual metalanguage led to an enhanced commitment to illustrate the explanation of the phenomenon, illuminated key concepts and provided more context to the audience. In addition, teacher questioning became more focused. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01