Journal Articles
'May I speak Cantonese?': Co-constructing a scientific proof in an EFL junior secondary science classroom
EdLink- 'May I speak Cantonese?': Co-constructing a scientific proof in an EFL junior secondary science classroom
- International Journal of Bilingual Education & Bilingualism, 18(3), 289-305, 2015
- Routledge
- 2015
- Language & Languages -- Study & Teaching English Language -- Study & Teaching -- Foreign Speakers Secondary Education Conversation Analysis Inquiry-Based Learning Teacher-Student Relationships Language & Science Hong Kong Content and Language Integrated Learning Multimodalities Thematic Patterns Of Science Translanguaging
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- Hong Kong
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- 1997.7 onwards
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- Secondary Education
- In this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue. [Copyright of International Journal of Bilingual Education & Bilingualism is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/13670050.2014.988113]
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- English
- Journal Articles
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- 13670050
- https://bibliography.lib.eduhk.hk/en/bibs/9aa12aab
- 2015-10-16
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