Science education in a bilingual class: problematising a translational practice

Ünsal, Zeynep; Jakobson, Britt; Molander, Bengt-Olov; Wickman, Per‐Olof

doi:10.1007/s11422-016-9747-3

Cited by 31 publications

(29 citation statements)

References 22 publications

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“…The complexity of learning science with the help of the first language is confirmed by other studies (e.g. Ünsal, Jakobson, Molander, & Wickman, 2016). In the present study, however, the result of the analysis clearly indicates that the translanguaging practice, in which the students are encouraged to use all available language resources, facilitates and strengthens the students' meaning making processes, which enables them to develop their knowledge in science.…”

Section: Relating the Scientific Language In Swedish And Arabicsupporting

confidence: 84%

Multilingual students’ use of translanguaging in science classrooms

Karlsson

Larsson

Jakobsson

2018

International Journal of Science Education

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This study describes multilingual students' authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students' texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the students' use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students' ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students' experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education. ARTICLE HISTORY

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Section: Relating the Scientific Language In Swedish And Arabicsupporting

confidence: 84%

Multilingual students’ use of translanguaging in science classrooms

Karlsson

Larsson

Jakobsson

2018

International Journal of Science Education

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“…Andraspråkselevernas svårigheter med att lära sig naturvetenskap diskuteras vanligen i termer av att det tar längre tid för dem att lära sig ämnesspråket, då eleverna har språkliga begränsningar, som gör att de inte kan delta om undervisningen endast sker på elevernas andraspråk (Cummins, 2017;García & Sylvan, 2011;Goldberg, Enyedy, Welsh & Galiani, 2009;Lee, 2005). Många studier från grundskolan fokuserar i linje med detta modersmålets användning som resurs i undervisning för andraspråkselever (Cummins, 2017;García, 2009;Ünsal, Jakobson, Molander & Wickman, 2016) eller användning av semiotiska resurser såsom gester som stöd för andraspråkselever i naturvetenskap ( (Ünsal, Jakobson, Wickman & Molander, 2017;Zhang, 2016). Klassrumsstudier från gymnasieskolan med andraspråkselever är dock få.…”

Section: Tidigare Forskningunclassified

Hur lärare kan stödja andraspråkselever på gymnasiet att tala kemi

Ehdwall

Wickman²

2018

NorDiNa

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In this study we investigate how two didactic models can be used by chemistry teachers to improve teaching to support students with a second language to “talk chemistry”. The study contributes to show how these models can be used by chemistry teachers to organize, perform and assess chemistry lessons in a way that better supports second language students to become more active in talking and so learn chemistry. The material consists of video and audio recordings from chemistry lessons in an introductory class in upper secondary school in Sweden. The study was carried out in two cycles of planning, teaching and analysis in two successive classes. The first cycle entailed analyzing how a “normal” chemistry lesson gave students opportunities to talk and learn chemistry. In cycle 2 changes were made by using the models for the purpose of increasing the students’ opportunities to “talk chemistry”. Our findings show how teachers can support also second language students’ learning to “talk chemistry” by using the didactic models developed for mono-lingual classrooms when planning and performing chemistry lessons.

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“…Nevertheless, emergent bilingual students are not yet fluent in the language of instruction, which means that not only scientific language but also everyday language might be a challenge (García & Kleifgen, 2010). For example, Ünsal, Jakobson, Molander, and Wickman (2018a) made classroom observations in a 7th grade (13-14 years old) chemistry class in order to examine how emergent bilingual students construe relations between everyday and scientific language. The teacher intended to support the students by giving examples from everyday life.…”

Section: Introductionmentioning

confidence: 99%

“…Several studies have shown how bilingual students use both their languages to make sense of the science content (e.g. Ünsal et al, 2018aMsimanga & Lelliott, 2014). Including bilingual students' minority language (mother tongue, first language) at school, support both linguistic development and students' overall achievement, e.g.…”

Section: Introductionmentioning

confidence: 99%

Jumping pepper and electrons in the shoe: using physical artefacts in a multilingual science class

Ünsal

Jakobson

Wickman

et al. 2019

International Journal of Science Education

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This article concerns how teachers can use physical artefacts as mediating means to support emergent bilingual students' learning in science class. The data consist of non-participant observations in a Swedish 3rd grade (9-10 years old) class working with electricity. All students were bilingual, but in different minority languages and the teacher was monolingual in Swedish. The study focused on four students, all of whom had Turkish as their minority language. The findings show that the teacher used physical artefacts in two different ways. First, the physical artefacts implied that the students experienced the science content by actually seeing it. The students talked about their observations in everyday language, which the teacher then drew on to introduce how the phenomena or process in question could be expressed in scientific language. Second, when students' proficiency in the language of instruction limited their possibilities to make meaning, using physical artefacts enabled them to experience unfamiliar words as related to the science content and thus learn their meaning. The findings contribute to knowledge concerning how teachers can create learning contexts where physical artefacts are used to mediate scientific meaning. ARTICLE HISTORY

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Science education in a bilingual class: problematising a translational practice

Cited by 31 publications

References 22 publications

Multilingual students’ use of translanguaging in science classrooms

Multilingual students’ use of translanguaging in science classrooms

Hur lärare kan stödja andraspråkselever på gymnasiet att tala kemi

Jumping pepper and electrons in the shoe: using physical artefacts in a multilingual science class

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