Academic discourse as situated practice: An introduction

Heller, Vivien; Morek, Miriam

doi:10.1016/j.linged.2014.01.008

Cited by 97 publications

(31 citation statements)

References 33 publications

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“…Relatedly, further study of the link between students’ thinking and access to disciplinary linguistic and semiotic resources could also prove fruitful. These questions might be informed by current literature on disciplinary language and literacy (Fang & Schleppegrell, ; Heller & Morek, ; Moje, ; Shanahan & Shanahan, ) as well as that on multimodality in STEM pedagogy (Jewitt, Kress, Ogborn, & Tsatsarelis, ).…”

Section: Discussionmentioning

confidence: 99%

Supporting knowledge construction in elementary engineering design

2019

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Engineering design learning experiences are increasingly offered as part of elementary school, but research on how to support young learners' knowledge construction during classroom engineering is still preliminary. Questions remain about how classroom supports can make engineering thinking visible so that students build engineering knowledge along with engineering products. We report results from a case study of an 11-day teaching experiment in two elementary classrooms. With the classroom teachers, we guided fourth and fifth graders to document their design iterations with a digital notebooking tool, participate in whole-class design talks, and create and exhibit posters with "stomp rocket" design recommendations. We conducted a microethnographic analysis of students' interactions with these notebooking, talk, and poster tools. Our findings characterize how students constructed engineering design knowledge through the discourse of sense-making about rocket phenomena, decision-making for specific rocket iterations, and representation-making for external audiences. These results have implications for elementary engineering instruction: it appears productive for learning to structure whole-class design talks around representations of sequences of prototypes over time, rather than focusing only on current or best physical prototypes, and to structure engineering curriculum units so that they culminate with student-generated sets of design recommendations, rather than single design solutions. Science Education. 2019;103:952-978. wileyonlinelibrary.com/journal/sce 952 |

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Section: Discussionmentioning

confidence: 99%

Supporting knowledge construction in elementary engineering design

2019

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“…These findings call for taking into account not only the communicative role of language, but also its epistemic role in the processes of knowledge construction as a medium of thinking (Heller & Morek, 2015;. Students with low language proficiency might not only be hindered by reading obstacles (communicative role) in showing their competencies in tests but also be constrained throughout their individual school history, especially with respect to developing conceptual understanding (Prediger et al, 2015a;.…”

Section: Language Gaps In Conceptual Understanding and Conceptual Devmentioning

confidence: 99%

“…Linguists have described the general differences between everyday language and school academic language in the lexical dimension (e.g., by specialized vocabulary, composite or unfamiliar words, and specific connectors) and in the syntactical dimension (e.g., long and syntactically complex sentences, passive voice constructions, and long noun phrases and prepositional phrases). Beyond the lexical and syntactic dimension, the school academic register can be characterized on the discursive dimension through specific discursive practices (e.g., arguing and explaining why), which are also not equally offered in all families (Bailey, 2007;Heller & Morek, 2015;Thürmann et al, 2010).…”

Section: Three Roles Of the School Academic Language For Conceptual Umentioning

confidence: 99%

Volume 13 Issue 7b Complete Issue

Office¹

2017

EURASIA J MATH SCI T

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“…These findings call for taking into account not only the communicative role of language, but also its epistemic role in the processes of knowledge construction as a medium of thinking (Heller & Morek, 2015;Vygotsky, 1978). Students with low language proficiency might not only be hindered by reading obstacles (communicative role) in showing their competencies in tests but also be constrained throughout their individual school history, especially with respect to developing conceptual understanding (Prediger et al, 2015a;Moschkovich, 2015).…”

Section: Language Gaps In Conceptual Understanding and Conceptual Devmentioning

confidence: 99%

School Academic Language Demands for Understanding Functional Relationships: A Design Research Project on the Role of Language in Reading and Learning

Prediger

Zindel

2017

EURASIA J MATH SCI T

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Acquiring conceptual understanding of functions is far from being trivial for most students, especially language learners. The article reports on a design research project with students in Grades 8-11 (n = 94) that fostered academic language learners' development of conceptual understanding in the interplay of different semiotic representations. Theoretical and qualitative analyses of students' learning pathways and obstacles allowed the specification of school academic language demands based on concept demands for dealing with functional relationships. The strong interplay between concept and language demands can be described by the correspondence of conceptual compaction of conceptual facets and the language-related condensation of their verbalizations.

show abstract

Academic discourse as situated practice: An introduction

Cited by 97 publications

References 33 publications

Supporting knowledge construction in elementary engineering design

Supporting knowledge construction in elementary engineering design

Volume 13 Issue 7b Complete Issue

School Academic Language Demands for Understanding Functional Relationships: A Design Research Project on the Role of Language in Reading and Learning

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