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Multilingual students' meaning making in science
Stockholm University.
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language. (LNUC Intermedial and multimodal studies (IMS))
Stockholm University.
Stockholm University.
2017 (English)In: European Science Education Research Association, ESERA 2017 Conference: Dublin City University, Dublin, Ireland. 21st - 25th Auguist, 2017, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

We present results from a study aiming at investigating multimodal classroom interaction and its contribution to multilingual students’ meaning-making in science. The focus is on how science content is elaborated and negotiated through various semiotic resources. Data consist of video and audio recordings and digital photographs from three multilingual classes: a middle school physics classroom during the unit “measuring time”, a lower secondary physics classroom during the units “sound and light” and a lower secondary biology classroom during the unit “human body”. The project takes its stance in social semiotics and pragmatist theory. Data are analysed through systemic functional linguistics, multimodal analyses and Dewey’s principle of continuity. The results reveal that teachers and students were engaged in meaning-making activities involving a variety of semiotic resources with a potential to develop multilingual students’ scientific literacy. However, the teachers’ scientific starting points and perspectives on scientific literacy as well as their use of semiotic resources to some extent vary, affording different entries to science meaning-making. The study has implications for ways of promoting scientific literacy, including learning science, competent action, and communicating through different modes.

Place, publisher, year, edition, pages
2017.
Keyword [en]
multilingual students, scientific literacy, multimodality
National Category
Languages and Literature
Research subject
Humanities, Swedish Didactics
Identifiers
URN: urn:nbn:se:lnu:diva-68338OAI: oai:DiVA.org:lnu-68338DiVA: diva2:1148962
Conference
European Science Education Reserach Association, ESERA, Dublin 2017
Projects
Multilingual students' meaning making in school biology and physics. An interdisciplinary study on content and language
Funder
Swedish Research Council, 2013-42867-99966-13
Available from: 2017-10-13 Created: 2017-10-13 Last updated: 2017-10-16Bibliographically approved

Open Access in DiVA

Extended Abstract(377 kB)5 downloads
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Danielsson, Kristina
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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf