Negotiating Science -- Building Thematic Patterns of the Scientific Concept Sound in a Swedish Multilingual Lower Secondary Classroom

Autor/inn/en	Axelsson, Monica; Jakobson, Britt
Titel	Negotiating Science -- Building Thematic Patterns of the Scientific Concept Sound in a Swedish Multilingual Lower Secondary Classroom
Quelle	In: Language and Education, 34 (2020) 4, S.291-310 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1740730
Schlagwörter	Science Instruction; Multilingualism; Secondary School Students; Swedish; Second Language Learning; Video Technology; Audio Equipment; Photography; Units of Study; Physics; Language Usage; Textbooks; Worksheets; Grade 8; Course Content; Nonverbal Communication; Freehand Drawing; Literacy; Foreign Countries; Acoustics; Scientific Concepts; Classroom Communication; Sweden + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mehrsprachigkeit; Multilingualismus; Sekundarschüler; Schwedisch; Zweitsprachenerwerb; Audio-CD; Fotografie; Lerneinheit; Physik; Sprachgebrauch; Textbook; Text book; Schulbuch; Lehrbuch; School year 08; 8. Schuljahr; Schuljahr 08; Kursprogramm; Non-verbal communication; Nonverbale Kommunikation; Drawing; Zeichnen; Alphabetisierung; Schreib- und Lesefähigkeit; Ausland; Akustik; Klassengespräch; Schweden
Abstract	In this article we examine a teacher's and multilingual students' use of multiple resources and their potential for students' meaning-making of sound and sound transmission. Students were 14-15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher's awareness of the unit's abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using 'physics words'. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01