Signs of Learning—Multiple Modes as Support for Interaction in a Linguistically Diverse Physics Classroom

Abstract

Students’ and teachers’ meaning making in science classrooms is dependent on language in a broad, multimodal, sense, comprising specialized lexicogrammar and ways of using semiotic resources such as models, diagrams, and subject specific symbols. Altogether, the multimodal demands of science can be challenging, in particular for students learning the language of instruction in parallel with the subject content. Yet, multimodal perspectives are scarce in research concerning science learning in linguistically diverse classrooms, where several students are educated in their second language. Drawing on designs for learning theory, the interaction in a linguistically diverse physics classroom was analyzed through the Learning Design Sequence model to investigate the teacher’s design for learning for students’ meaning-making about ‘sound’. Thereto, students’ ‘signs of learning’ regarding subject content and how to communicate content in line with the discourse of science was analyzed. The teacher’s design for learning gave the students opportunities to interact about content by use of different semiotic modes, with gradually higher demands regarding both content and how to express the content which appeared to support students’ development of content knowledge and competency to express this knowledge in line with the discourse of science. However, some of the teacher’s choices appeared to be a hindrance for the students.

Study guidance practices in science with Turkish speaking recently arrived pupils : A study focusing on scaffolding and meaning making

“…al., 2018;Siry & Gorges, 2020 7 ;Urmeneta & Nikula, 2015). Some studies have focused on pupils receiving instruction in their second language without the option to use their first language as a resource for meaning making (e.g., Danielsson & Uddling, 2022), while other studies have looked at pupils who are able to use their first language as a resource (e.g., Siry & Gorges, 2020). As a whole, this body of literature identifies different practices that can be implemented to assist pupils in making meaning of science content in multilingual contexts.…”

“…In multilingual science classrooms, using different resources to illustrate the same phenomenon increases pupils' meaning making opportunities (Axelsson et al, 2017b;Axelsson & Jakobson, 2020;Danielsson & Uddling, 2022). Pupils with more limited language proficiency have an increased opportunity to make meaning during lessons if they are able to not only speak and write but also engage in hands-on activities.…”

“…This redundancy from using multiple resources made it possible for the pupils to accomplish their tasks, even though they possessed differing levels of language proficiency, and it supported their process of making meaning of the science content (Axelsson & Jakobson, 2020). Teachers' and pupils' engagement in meaning making activities utilizing a variety of resources to illustrate, explain and make science content explicit lead the pupils to enhance their meaning making (Axelsson & Jakobson, 2020;Danielsson & Uddling, 2022) and their scientific literacy (Axelsson at al., 2017b).…”

“…It can be challenging for teachers to ensure the level of redundancy that is especially beneficial for pupils in multilingual classes by communicating content through a multimodal orchestration of different resources (Axelsson et al, 2017b;Danielsson, 2010;Danielsson & Uddling, 2022). Pupils must handle a variety of resources in different ways when a wide range of resources takes place in the multilingual classroom (Danielsson, 2010).…”

“…Pupils must handle a variety of resources in different ways when a wide range of resources takes place in the multilingual classroom (Danielsson, 2010). Danielsson & Uddling, (2022), for example, provide an example of a teacher who encouraged pupils to use resources in interaction among the entire class, as well as in group work and written texts. However, the teacher did not explicitly talk about how these different resources each contribute to expressing the content or how they can be used in science discourse.…”