The Role of Language in Students' Justifications of Chemical Phenomena

Autor/inn/en	Deng, Jacky M.; Rahmani, Malek; Flynn, Alison B.
Titel	The Role of Language in Students' Justifications of Chemical Phenomena
Quelle	In: International Journal of Science Education, 44 (2022) 13, S.2131-2151 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Deng, Jacky M.) ORCID (Flynn, Alison B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2114299
Schlagwörter	Science Instruction; Persuasive Discourse; Language Proficiency; English Language Learners; Written Language; Communication Skills; Barriers; Student Diversity; English (Second Language); College Students; College Science; Chemistry; Language Usage; History; Predictor Variables; French + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Language skill; Language skills; Sprachkompetenz; Geschriebene Sprache; Kommunikationsstil; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Chemie; Sprachgebrauch; Geschichte; Geschichtsdarstellung; Prädiktor; Französisch
Abstract	Making decisions, reasoning, and constructing arguments with scientific evidence are essential skills for all members of society, especially in a world facing complex socioscientific issues such as climate change and pandemics. Argumentation is a complex linguistic practice but little is known about how students from diverse language backgrounds engage in argumentation. The goal of this study was to identify how students' English language proficiency and history was associated with the reasoning demonstrated in their written arguments. We found that students with lower English proficiency and less English history produced fewer causal responses compared to students with higher English language proficiency and history. Follow-up interviews with fifteen participants revealed that students' comfort communicating in English on assessments was affected by a combination of general and academic language experiences. Findings suggest a need to identify the barriers encountered by students from diverse language backgrounds during argumentation to ensure students from all language backgrounds have equitable supports and opportunities to demonstrate their scientific abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01