'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 課程與教學:個別教學範疇
  • GD 科學及科技
• F 教與學
  • FE 教學語文、雙 / 多語教學、雙語問題、雙語分流教學計劃、語言混雜及轉換

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

• 中學教育

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]

• 英文

期刊論文

• 13670050

• 10.1080/13670050.2014.988113

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

2015-10-16