Becoming science learners: A study of newcomers' identity work in elementary school science.

Autor/inn/en	Gamez, Rebeca; Parker, Carolyn A.
Titel	Becoming science learners: A study of newcomers' identity work in elementary school science.
Quelle	In: Science education, 102 (2018) 2, S. 377-413Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21323
Schlagwörter	Bildungszugang; Gruppenforschung; Bilingualer Unterricht; Naturwissenschaftlicher Unterricht; Methodenvergleich
Abstract	This study investigates how two newcomer students, Elena and Martin, identified with and in science within the context of a classroom utilizing a reform-based science curriculum where instruction occurred only in English. Using ethnographic case study methods, we drew from anthropological theories on identity development and sociocultural perspectives on language development to argue that as English language proficiency mediated the newcomers' access to academic content, the viability of the newcomers' authored science-related identities in practice were contingent on the dynamics generated within their small groups. We conceptualized the small groups as microfigured worlds and show how these spaces, in particular the kinds of patterned activities and practices that emerged in relation to the use of language brokering and/or code switching, mediated the kinds of identities in practices that the newcomers were able to author. We end the article by interpreting our results in relation to how Ms. Hall, the teacher, structured her classroom and discuss the relevance of race/ethnicity and gender. We conclude with suggestions about how focusing on group, or peer networks, might inform both theory and practice around how newcomers, and emergent bilinguals more broadly, engage in science.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3