To integrate a language focus in a linguistically diverse physics classroom

Abstract

It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and language. Previous studies have revealed how the language of science, especially the written language of science, is used to create a certain meaning. Research on interventions shows how this knowledge, through a functional metalanguage, can be used successfully. However, few studies explore how teachers in science instruction themselves integrate a language focus in their linguistically diverse classrooms. This ethnographic case study investigates how a teacher, through her planned metalanguage activities, integrated language in her physics classrooms in Year 5. The results reveal that (1) the activities focused on the students' literacy development; (2) the activities sometimes had an integrated language and subject focus and sometimes an isolated language focus; and (3) the students put a great deal of effort into understanding how they were to perform the various framed activities. The study has implications for how a language focus can be integrated in subject teaching.

Use of I-Ready in Tiered Instructions for ESL Students: A Quantitative Case Study

“…The difficulties cover language, cultural, cognitive, and social elements (Rahmat, 2019). ESL students have distinct academic obstacles as they negotiate the complex attempt of acquiring a second language while concurrently struggling with subject-specific information in disciplines (Uddling, 2022). Consequently, there is an inherent necessity for pedagogical methodologies that demonstrate sensitivity towards the language origins of these students and the adaptability to accommodate their progressing degrees of skill and comprehension.…”

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

“…Thereto, mainly focusing on the verbal language demands of science (speech and writing), several studies have shown how science teachers in linguistically diverse classes (for a definition, see Materials and Methods) can increase the students' participation and learning opportunities by explicitly unpacking the language demands and by encouraging the students to express themselves scientifically [13][14][15][16]. Furthermore, research has proven that it is important that teachers in linguistically diverse classes tune in to the students' prior content knowledge including their level and use of scientific language [15,17,18]. Hence, in science teaching and learning, and in particular for students learning the language of instruction and subject content in parallel, teachers need to have a dual focus on multimodal aspects of meaning making in their subjects.…”