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Measuring time. Multilingual elementary school students’ meaning-making in physics
Stockholm University, Faculty of Humanities, Department of Language Education.ORCID iD: 0000-0002-6020-545x
2017 (English)In: Global developments in literacy research for science education / [ed] Kok-Sing Tang, Kristina Danielsson, Zug, Switzerland: Springer, 2017Chapter in book (Refereed)
Abstract [en]

This chapter presents results from a study aiming at investigating multimodal classroom interaction and its contribution to multilingual students’ meaning-making. The focus is on how science content is elaborated and negotiated through various semiotic resources. Data consist of video and audio recordings and digital photographs from a multilingual elementary school physics classroom during the unit “measuring time”. Theoretically, the project takes its stance in social semiotics and pragmatist theory. Data are analyzed through systemic functional linguistics, multimodal analyses and Dewey’s principle of continuity. The results reveal that the teacher and the students were engaged in meaning-making activities involving a variety of semiotic resources with a potential to develop multilingual students’ scientific literacy. However, some observations indicate classroom practices that might constitute a hindrance for meaning-making. The study has implications for ways of promoting scientific literacy, including learning science, competent action, and communicating through different modes.

Place, publisher, year, edition, pages
Zug, Switzerland: Springer, 2017.
Keyword [en]
multilingual students, scientific literacy, multimodality, continuity, SFL
National Category
Natural Sciences
Research subject
Science Education
Identifiers
URN: urn:nbn:se:su:diva-141910OAI: oai:DiVA.org:su-141910DiVA: diva2:1089744
Projects
Mulitlingual students' meaning-making in physics and biology
Funder
Swedish Research Council, 2013-42867-99966-13.
Available from: 2017-04-20 Created: 2017-04-20 Last updated: 2017-05-09

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