'May I speak Cantonese?': Co-constructing a scientific proof in an EFL junior secondary science classroom

'May I speak Cantonese?': Co-constructing a scientific proof in an EFL junior secondary science classroom

• Lin, Angel M. Y. The University of Hong Kong
• Wu, Yanming The University of Hong Kong

International Journal of Bilingual Education & Bilingualism, 18(3), 289-305, 2015

Routledge

2015

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GD Science & Technology
• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

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

• Hong Kong

• 1997.7 onwards

• 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]

• English

Journal Articles

• 13670050

• 10.1080/13670050.2014.988113

https://bibliography.lib.eduhk.hk/en/bibs/9aa12aab

2015-10-16