Building a Web in Science Instruction: Using Multiple Resources in a Swedish Multilingual Middle School Class

Autor/inn/en	Jakobson, Britt; Axelsson, Monica
Titel	Building a Web in Science Instruction: Using Multiple Resources in a Swedish Multilingual Middle School Class
Quelle	In: Language and Education, 31 (2017) 6, S.479-494 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2017.1344701
Schlagwörter	Multilingualism; Science Instruction; Middle School Students; Teaching Methods; Foreign Countries; Units of Study; Audio Equipment; Video Technology; Photography; Grade 5; Elementary School Students; Literacy; Physical Activities; Modeling (Psychology); Linguistic Theory; Course Content; Second Language Learning; Time; Measurement; Swedish; Teacher Student Relationship; Middle School Teachers; Sweden + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Lerneinheit; Audio-CD; Fotografie; School year 05; 5. Schuljahr; Schuljahr 05; Alphabetisierung; Schreib- und Lesefähigkeit; Modeling; Modelling; Modellierung; Linguistische Theorie; Kursprogramm; Zweitsprachenerwerb; Zeit; Messverfahren; Schwedisch; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	This study, on the unit measuring time, examines classroom use of different resources and their affordances for students' meaning-making. The data, comprising audio and video recordings, fieldnotes, photographs and student texts, were collected during a lesson in a multilingual Swedish grade 5 classroom (students aged 11-12). In order to analyse the connections between the different resources, such as talking, modelling, using bodily action and practical equipment, reading and writing, and their affordances for meaning-making, we use pedagogical link-making, Dewey's principle of continuity and Halliday's Systemic Functional Linguistics. Findings show that in using these multiple resources, the teacher builds a web by linking various modes of representation, affording the multilingual students several opportunities for making meaning of the science content. Talk holds the prominent position and is linked to the other mediating resources, which in turn are linked to each other in all possible constellations. Science content is hereby mediated and reinforced through the web of multiple resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01