Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment

Autor/inn/en	Rutt, Alexis A.; Chang-Bacon, Chris K.
Titel	Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment
Quelle	In: Journal of Language, Identity, and Education, 22 (2023) 4, S.323-339 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rutt, Alexis A.) ORCID (Chang-Bacon, Chris K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-8458
DOI	10.1080/15348458.2023.2202588
Schlagwörter	Monolingualism; Metalinguistics; Grade 7; Units of Study; Science Instruction; Student Participation; Classroom Communication; English Language Learners; Educational Practices; Self Concept; Multilingualism; Native Language; English (Second Language); Language of Instruction; Barriers; Middle School Students; Models; Bilingualism; Video Technology; Student Attitudes; Code Switching (Language) + Suchen Sie Ihr Suchwort? Metalanguage; Metasprache; School year 07; 7. Schuljahr; Schuljahr 07; Lerneinheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Klassengespräch; Bildungspraxis; Selbstkonzept; Mehrsprachigkeit; Multilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Analogiemodell; Bilingualismus; Schülerverhalten
Abstract	Among inequities faced by multilingual learners, engagement in science education is one of the most persistent. Research suggests leveraging students' full multilingual repertoires in science education can help address this gap. However, pervasive monolingual norms in schooling may impede multilingual engagement, impacting students' multilingual identities and self-perceptions as science learners. Using observations and classroom artifacts from four seventh-grade life science classes in a linguistically diverse school district in the Southeastern United States, we documented one teacher's attempts to engage students' multilingual repertoires in science education during a four-week instructional unit. Our findings indicated student hesitancy to participate multilingually in science discourse. Using critical language awareness (CLA) as a lens, we draw connections between this reluctance and monolingual schooling norms that impact students' multilingual identities and present challenges to implementing linguistically sustaining pedagogies in English-medium instructional environments. By focusing on engaging students' multilingual repertoires in science education, these findings have the potential to advance research on teacher CLA--including its affordances and contextual limitations--in science education and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01