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Subject-language perspectives on multilingual students learning in science
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS). Malmö University, Disciplinary literacy and inclusive teaching. Inland Norway University of Applied Sciences, Hamar, NORWAY.ORCID iD: 0000-0003-1438-3607
Malmö University, Disciplinary literacy and inclusive teaching. Malmö University, Faculty of Education and Society (LS), Department of Culture, Languages and Media (KSM).ORCID iD: 0000-0002-6630-9209
2023 (English)In: European Journal of Science and Mathematics Education, E-ISSN 2301-251X, Vol. 11, no 2, p. 197-214, article id sArticle in journal (Refereed) Published
Abstract [en]

In this study, we have explored the ways in which small-group work in science can contribute to strengthen multilingual students’ subject language and conceptual development when working with language-oriented classroom activities in primary classrooms. The aim is to determine whether it is possible to identify factors in interactions in small-group work that strengthen and facilitate the students’ language development. We have focused on how students orally formulate themselves when describing observations, hypotheses, and explanations of certain scientific experiments on the properties of air. An important starting point has been that students’ successive development of a subject-specific language is crucial for their conceptual development and understanding. The analyses of the dialogues have made it possible to study how individual students gradually develop their way of expressing themselves by taking over others’ expressions and word choices and making their own. The analysis also shows that these dialogical situations are crucial for all students to develop their language use in science, primarily through probing a more precise way of expressing themselves and putting their scientific ideas and thoughts into words. An important conclusion is that students should be offered opportunities and space to develop their subject language register in science and that this is important for all students, but crucial for those for whom the language of instruction is a second language

Place, publisher, year, edition, pages
Cyprus: Bastas , 2023. Vol. 11, no 2, p. 197-214, article id s
Keywords [en]
subject language, multilingual students, small-group interactions in science education
National Category
Didactics
Research subject
Science education
Identifiers
URN: urn:nbn:se:mau:diva-55540DOI: 10.30935/scimath/12568Scopus ID: 2-s2.0-85153621371OAI: oai:DiVA.org:mau-55540DiVA, id: diva2:1707248
Part of project
Inclusive science teaching in multilingual classrooms - a design study, NordForsk
Funder
Swedish Research CouncilAvailable from: 2022-10-31 Created: 2022-10-31 Last updated: 2023-08-24Bibliographically approved

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Jakobsson, AndersKouns, Maria

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Department of Natural Science, Mathematics and Society (NMS)Disciplinary literacy and inclusive teachingDepartment of Culture, Languages and Media (KSM)
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European Journal of Science and Mathematics Education
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