Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners

Ardasheva, Yuliya; Norton-Meier, Lori; Hand, Brian

doi:10.1080/03057267.2015.1078019

Cited by 36 publications

(22 citation statements)

References 118 publications

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“…Kristy struggled both with developing the full understanding of the genre and its purpose and with mastering the linguistic features of the genre. These observations support a need to provide instruction that attends not only to the disciplinary skills of science, but also to the specialized language of science, especially for NNESs (Ardasheva, Norton‐Meier, & Hand, ; de Oliveira & Lan, ), which includes both linguistic and structural features of the genre, which are discussed next.…”

Section: Teaching the Science Report Genre: Challenges And Theoreticamentioning

confidence: 69%

“…Further, about three quarters of the reports in the sample across grade levels were of the generic variety, and students tended not to use specialized vocabulary in their reports. In turn, the benefits of instructional approaches engaging students across age groups in the scientific process and explicitly connecting its steps to the corresponding parts of the science report have been encouraging (e.g., Ardasheva, Norton‐Meier, & Hand, ; Cuevas, Lee, Hart, & Deaktor, ; Walker & Sampson, ).…”

Section: Teaching the Science Report Genre: Challenges And Theoreticamentioning

confidence: 99%

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Demystifying the science report: How to help nonnative‐English‐speaking students write better laboratory reports

Roo

Ardasheva

2018

TESOL Journal

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The science laboratory report, a staple of science instruction across all educational levels, can be syntactically and lexically challenging for both native and nonnative speakers of English. Because mastery of the science report genre in Western societies relies on internalized knowledge of the structure of the science report as well as on the mastery of writing techniques, nonnative speakers of English can be at a disadvantage if they have not mastered these skills. To succeed, students need explicit instructional guidance in writing science reports. The purpose of this article is to describe general linguistic features of the science report genre and the individual sections of the science report, along with the corresponding convention requirements and general recommendations for writing each section effectively. Discussion focuses on strategies to meet the needs of all students to attain the standards of the science report genre, emphasizing English learners' needs.

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Section: Teaching the Science Report Genre: Challenges And Theoreticamentioning

confidence: 69%

Section: Teaching the Science Report Genre: Challenges And Theoreticamentioning

confidence: 99%

Demystifying the science report: How to help nonnative‐English‐speaking students write better laboratory reports

Roo

Ardasheva

2018

TESOL Journal

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“…Is argument really that powerful of a tool? The fundamental goal is for students to work in a collaborative manner to identify the strongest solution to their question, taking into account errors, as they seek agreement (Ardasheva et al, 2015;Berland & Reiser, 2009). Argumentation is the vehicle through which new subject knowledge and theories are created because learners must debate and justify claims from evidence (Driver et al, 2000;Kuhn, 2010).…”

Section: Next Generation Science Standardsmentioning

confidence: 99%

“…This forward thinking, ABI classroom, is creating students who are more likely to be scientifically literate, able to construct understanding, communicate that understanding, and connect evidence to support understanding (NRC, 2012). Students are then able to apply, link, and transfer ideas to new situations (Ardasheva et al, 2015), developing critical thinking skills in the process, forming the basis of scientific reasoning (Kuhn, 1993).…”

Section: Next Generation Science Standardsmentioning

confidence: 99%

“…Payoffs in student achievement down the road help them realize that these extended efforts are worthwhile. Norton-Meier et al (2009) and Ardasheva et al (2015) found that teachers need 18 -24 months to be competent at implementing SWH approach in their classrooms at a level where the changes are sustainable. A learner's ability to cohesively integrate text and picture is directly and powerfully tied to their teacher's years of experience implementing the SWH approach (Aguirre-Mendez et al 2013).…”

Section: Teacher Experience and The Swh Approachmentioning

confidence: 99%

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The impact of argument-based learning environments on early learners multimodal representations

Neal¹

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Science instruction in the early grades occurs infrequently, has been declining, and is often displaced in favor of literacy and math instruction. Coupled with U.S. students' continued mediocrity in science test led to a major overhaul of the science education standards, culminating with the Next Generaton Science Standards. This study focuses on the early grades where inadequate instruction in science is linked to negative attidutes and performance that persist across students' educational careers. The new standards provides an opportunity to investigage the impact of using an argument-based inquiry (ABI) approach on young children's scientific representational competencies as indexced by their ability to effectively convey their understanding of science knowledge in a multimodal summary writing task. The purpose of this dissertation is to examine science learning in K-2 nd grade in two studies, contrasting students who participated in argument-based inquiry (ABI) classrooms with those who participated in traditional science classrooms. At the conclusion of a science unit, students produced a summary writing assignment each spring to communicate their understanding of a particular science topic. A coding scheme was developed and validated to examine students' multimodal representational skills as indexed by their use of informational text features (i.e., Illustrations, Text Devices, Graphic Devices). Heirerarchical Linear Modeling (HLM) was used to asses growth within these features across time and in relation to teacher and child ABI experience was examined. All students' use of these features grew significantly across the project period and, for Illustrations and Text Devices, grew faster with each additional year of student ABI experience. The quality of teacher implementation as indexed by their years implementing ABI predicted more use and faster growth rates beyond those associated with child ABI experience. The influence of child and teacher ABI experience interacted significantly for Text Devices indicating that at least 18iv 24 months of experience by both were necessary to accelerate growth rates. Adoption of immersive ABI-learning environments in K-2 nd grade classrooms significantly and positively impacted student multimodal representational competence.

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Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments

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Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners

Cited by 36 publications

References 118 publications

Demystifying the science report: How to help nonnative‐English‐speaking students write better laboratory reports

Demystifying the science report: How to help nonnative‐English‐speaking students write better laboratory reports

The impact of argument-based learning environments on early learners multimodal representations

Examining the interdependence in the growth of students' language and argument competencies in replicative and generative learning environments

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