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Classroom response system-mediated science learning with English language learners / Juliet Langman and Carmen Fies
// Language and education 2010, Vol24, N.2 2010p. 81- 99 We report on a case study examining the effects of a technology adaptation on patterns of discourse in a sheltered English high school science unit on electricity. The focus here is on how the tool, a classroom response system (CRS), affected access to and participation in classroom discourse with regard to developing science literacy among English language learners (ELLs), in particular Spanish speakers. Results indicate that, with appropriate pedagogies, CRS integration can provide learners with additional op¬portunities to become active participants and agents in their own learning by supporting teachers in reshaping their discourse patterns. We highlight how the CRS led to greater engagement by supporting a shift in the rhythm and participation structures of dis¬course. Implications for use in classroom settings by teachers with a range of expertise in instructional technology are provided.
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Documenting the language demands of mainstream content-area assessment for English learners: participant structures, communicative modes and genre in science performance assessments / George C. Bunch; Jerome M. Shaw and Edward R. Geaney
// Language and education Vol 24, N.3 p185 - p214 We report on the development and use an analytical framework designed to articulate the language demands English learners (Els) enconter on performance assessments such as those used in inquiry-based science classrooms. The Science Assessment Language Demands (SALD) Framework, ground in funtional and interactional views of language and language use, focuses on participant structures utilized in performance assessment, associated modes of communication called for and writen texts and genres that students are required to read and produce. We employed the SALD Framework to document the range of language demands present in the performance assessments that accompany three fifth-grade science units. The assessments collectively call upon students to engage in four participant structures (whole class, small group, pair and individual), three communicative modes ( interpersonal, interpretive and presentional) and a broad array of genres. These demands may present barriers with regards to Els’ s ability to demonstrate their scientific knowledge and skills. On the other hand, the language involved on performance assessments may also present oppotunities, both for expanding the options Els have for drmonstrating thier understanding and by promoting the development of a wider repertoire of language skills than might be fostered in classroom preparing students for more traditional assessments
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Teaching across semiotic modes with multilingual learners: translanguaging in an Australian classroom / Sue Ollerhead
// Language and education Vol. 33-No 2/2019 2019p.106-122 Despite the growing numbers of migrant students enrolling in Australian secondary schools, and an official acknowledgment of their complex support and learning needs, there has been little policy focus on the pedagogical changes that need to be made by teachers to accommodate these needs. There is also little understanding of the depth and diversity of linguistic resources and cultural funds of knowledge that migrant students bring to Australian classrooms, and the ways in which these might enrich classroom learning experiences for all students. This paper draws upon data from a qualitative, ethnographically oriented case study research project in which teachers and researchers collaborated to enact bottom up language policy that involved the use of translanguaging (Garcia, 2009) to enhance communication and classroom learning amongst multilingual students from migrant backgrounds. The aim was to draw upon students’ observable languaging practices from their full repertoire of languages, and to tap into their existing cultural and linguistic funds of knowledge to support their academic language development and foster their linguistic and personal identities in the classroom.
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