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Signs of Learning: Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom
Stockholm University, Sweden. (EdLing)ORCID iD: 0000-0002-4842-7869
University of Borås, Sweden.ORCID iD: 0000-0003-4503-9606
2022 (English)In: Education Sciences, E-ISSN 2227-7102, Vol. 12, no 10, article id 662Article in journal (Refereed) Published
Sustainable development
SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Abstract [en]

Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are scarce in research concerningscience learning in linguistically diverse classrooms, where several students are educated in their second language. Drawing on designs for learning theory, the interaction in a linguistically diverse physics classroom was analyzed through the Learning Design Sequence model to investigate the teacher’s design for learning for students’ meaning-making about ‘sound’. Thereto, students’ ‘signs of learning’ regarding subject content and how to communicate content in line with the discourse of science was analyzed. The teacher’s design for learning gave the students opportunities to interact about content by use of different semiotic modes, with gradually higher demands regarding both content and how to express the content which appeared to support students’ development of content knowledge and competency to express this knowledge in line with the discourse of science. However, some of the teacher’s choices appeared to be a hindrance for the students. 

Place, publisher, year, edition, pages
MDPI, 2022. Vol. 12, no 10, article id 662
Keywords [en]
multimodality; science education; design for learning; signs of learning; linguistically diverse classrooms
National Category
Educational Sciences Didactics
Research subject
Humanities, Swedish Didactics; Education, Didactics; Natural Science, Science Education
Identifiers
URN: urn:nbn:se:lnu:diva-116589DOI: 10.3390/educsci12100662Scopus ID: 2-s2.0-85140611451OAI: oai:DiVA.org:lnu-116589DiVA, id: diva2:1699867
Projects
Flerspråkiga elevers meningsskapande i skolämnena biologi och fysik
Funder
Swedish Research Council, 2013-42867-99966-13Available from: 2022-09-29 Created: 2022-09-29 Last updated: 2023-02-27Bibliographically approved

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Danielsson, Kristina

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