Elementary Engineering as a Synergistic Site for Disciplinary and Linguistic Learning in an Urban Classroom

Autor/inn/en	Paugh, Patricia; Wendell, Kristen; Wright, Christopher
Titel	Elementary Engineering as a Synergistic Site for Disciplinary and Linguistic Learning in an Urban Classroom
Quelle	In: Literacy Research: Theory, Method, and Practice, 67 (2018) 1, S.261-278 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Paugh, Patricia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2381-3369
DOI	10.1177/2381336918786937
Schlagwörter	Engineering; Urban Schools; STEM Education; Discourse Analysis; Culturally Relevant Education; English Language Learners; Design; Elementary School Students; Engineering Education + Suchen Sie Ihr Suchwort? Maschinenbau; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; STEM; Diskursanalyse; Ingenieurausbildung
Abstract	This case study of new English-language learners in an urban elementary U.S. classroom addresses the synergy between disciplinary language and science, technology, engineering, math (STEM) learning. Social semiotic theory frames the discourse demands related to engineering design and the active use of discursive resources in students' responses to these demands. Discourse analysis of students' interactions and writing provides a fine-grained view of "language in use" within an engineering design space where students demonstrated linguistic agency and productive engineering accomplishments. The case provides insights for educators who seek to optimize the integration of the language of STEM with culturally and linguistically responsive engineering education. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01