“Nosotras no Empezamos a Hacer Eso”: A Social Semiotic View of a Sheltered Science Investigation

Abstract

This article traces the interaction of multimodal semiotic resources within and across tasks constituting a science unit on surface tension in an eighth-grade sheltered science classroom. Two discourses, operating simultaneously, realized differently motivated signs. This article follows the contribution of linguistic and extralinguistic modes that impinged on science and language learning. These semiotic resources differently engaged the identities of the teacher and the focal English learning students. The teacher discourse cued students to read the available modes in a way that awarded them a behavioral identity in the classroom, but not a conceptual one. The English learners recognized and cooperated with the initial focus on behavioral compliance imposed by the teacher discourse while asserting peer identity, but late in the unit the teacher discourse shifted frames to require student enactment of conceptual identity through written language. The teacher discourse foregrounded, or was consistently undergirded by, the conceptual identity that the teacher brought to the classroom and by a set of expectations for a learning trajectory that did not explicitly link key language with students' investigative activity. In five of six task-based interactions, the student discourse foregrounded behavioral or peer identity. As a result, the students were able to only partially link their science activity to the concept of surface tension using the language of science.

The effects of modeling‐based pedagogy on conceptual understanding, scientific reasoning skills, and attitudes towards science of English learners

“…In addition, these methods allowed for the development of science vocabulary that is naturally linked to not only its science meaning but also the science materials used during activities (Gee, 2011). Overall, the scaffolded modeling cycle is in line with the findings of Britsch (2019) that suggested if a science unit begins with materials EL students can “explain the process as they understand it” thus, increasing their self‐confidence and sense of community (p. 32).…”

“…But the use of these representations also served as translanguaging scaffolds for the students. They also verbally described their conclusions as well as other representations similar to the suggestions of Gee (2011) and Britsch (2019).…”

“…She thought that this seemed to assist their conceptual understanding and problem‐solving. In addition, the EL teacher reported that their use heightened ELs's confidence in their science abilities (Britsch, 2019; Choi & Yi, 2016). Increases in problem‐solving ability of ELs involved in modeling‐based pedagogies was previously observed in primary mathematics classes (Wu & An, 2016; Xin et al, 2020).…”

“…This could be attributed to how the modeling‐based pedagogy allowed for substantial mean‐making in terms of vocabulary and how it connects to the conceptual representations. These types of cognitive challenges have been shown to hold promise in supporting EL students' understanding of vocabulary concepts (Britsch, 2019; Gee, 2011). In comparison, the non‐EL class showed little change in this conception nor were they able to apply the model of natural selection on the posttest.…”

Can Dialogic Narratives and Discourse Engage Online Learners?

“…Dialogic engagement seemed to result in "narrative tellings" (p.1147). Britsch (2020) traces the interaction of multimodal semiotic resources in a science unit of an eighth-grade sheltered science classroom. She used two discourse narratives simultaneously to present differently motivated signs.…”