Interaction Rituals and Inquiry-Based Science Instruction: Analysis of Student Participation in Small-Group Investigations in a Multilingual Classroom

Autor/inn/en	Wilmes, Sara E. D.; Siry, Christina
Titel	Interaction Rituals and Inquiry-Based Science Instruction: Analysis of Student Participation in Small-Group Investigations in a Multilingual Classroom
Quelle	In: Science Education, 102 (2018) 5, S.1107-1128 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wilmes, Sara E. D.) ORCID (Siry, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21462
Schlagwörter	Science Instruction; Multilingualism; Second Language Learning; Language of Instruction; Inquiry; Peer Relationship; Student Participation; Nonverbal Communication; Classroom Communication; Learner Engagement; Small Group Instruction + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Peer-Beziehungen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Non-verbal communication; Nonverbale Kommunikation; Klassengespräch
Abstract	Language learners participating in inquiry-based science instruction are often faced with the challenge of interacting in a language they have not yet mastered. With this challenge at the fore, this study uses interaction ritual theory to examine a plurilingual student's participation in inquiry-based science. Interaction ritual analysis of the focal student's interactions with peers during small-group science investigations at the microlevel (tenths of a second) and in real-time revealed that positive interaction rituals failed to form at first. Over a period of 6 months, his persistent use of nonverbal and verbal participation strategies, and opportunities to engage diverse communicative resources, resulted in higher levels of synchrony with his classmates and successful interactions in the language of instruction. The findings present novel information about the nuances of the silent, embodied participation of language learners in inquiry-oriented instruction. Further, the findings elaborate the claim that inquiry-based science pedagogies created space for students to form successful interaction rituals that, in turn, supported the focal student's science engagement and language development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01