Fostering Bilingual Written Scientific Argumentation (BWSA) through Collaborative Learning (CL): Evidence from a University Bilingual Science Course

Autor/inn/en	Archila, Pablo Antonio; Molina, Jorge; de Mejía, Anne-Marie Truscott
Titel	Fostering Bilingual Written Scientific Argumentation (BWSA) through Collaborative Learning (CL): Evidence from a University Bilingual Science Course
Quelle	In: International Journal of Science Education, 43 (2021) 1, S.1-29 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archila, Pablo Antonio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1844922
Schlagwörter	Bilingual Education; Science Education; Biology; Introductory Courses; Persuasive Discourse; Content Area Writing; Scientific Literacy; Cooperative Learning; Instructional Effectiveness; English (Second Language); Spanish; Language Proficiency; Undergraduate Students; Young Adults; Skill Development; Private Colleges; Foreign Countries; Colombia (Bogota) + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Naturwissenschaftliche Bildung; Biologie; Einführungskurs; Persuasion; Persuasive Kommunikation; Schriftliche Übung; Kooperatives Lernen; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Spanisch; Language skill; Language skills; Sprachkompetenz; Young adult; Junger Erwachsener; Kompetenzentwicklung; Qualifikationsentwicklung; Privathochschule; Ausland
Abstract	University bilingual science courses are on the rise because of the internationalisation of higher education. These courses are legitimate and desirable scenarios for the promotion of bilingual written scientific argumentation (BWSA) as part of bilingual scientific literacy. The problem is that very little evidence is available on how to foster university student BWSA in courses where the English (foreign language) level of the undergraduates is variable. The goal of this study was to provide evidence that collaborative learning (CL) can be used to promote BWSA in contexts where students with different levels of English proficiency study together. We examined the Spanish-English bilingual written argumentation produced by 56 undergraduates (30 females and 26 males, 16-30 years old) in Colombia during a university Spanish-English bilingual science course where the English (foreign language) level of the students was variable. The data used in this analysis was derived from students' written responses and audio recordings. The findings show that CL can contribute to BWSA as well as to specific CL skills (e.g. interdependence, individual accountability, interaction) which are important for social life. Educational implications for higher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01