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Yngre andraspråkselevers meningsskapande i naturvetenskap genom tre analysverktyg
Stockholm University, Faculty of Humanities, Department of Language Education.
Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
2010 (Swedish)In: Nordand: nordisk tidsskrift for andrespråksforskning, ISSN 0809-9227, Vol. 5, no 2, 9-33 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of this article is to make primary second language students’ meaning-making in science visible through the use of three analyses tools: Practical Epistemology (PEA), Systemic Functional Linguistics (SFL) and Thematic Patterns (TM). Learning science implies participating in a specific discourse with its own literacy practise and use of subject specific or technical language with specific genres coding scientific principles and procedures. The empirical material consists of audio-recordings from a grade two class and students’ written texts. The result shows the importance of making linguistic and scientific relations explicit to especially second language students. Scientific discourse at school requires use of different representations in order to scaffold students’ meaning-making and develop an everyday discourse towards a scientific discourse and make possible a movement between them.

Place, publisher, year, edition, pages
Bergen: Fagbokforlaget , 2010. Vol. 5, no 2, 9-33 p.
Keyword [en]
primary second language students, scientific language, practical epistemology, systemic functional linguistics, thematic patterns
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Research subject
URN: urn:nbn:se:su:diva-57337OAI: diva2:415338
Available from: 2011-05-06 Created: 2011-05-06 Last updated: 2016-03-03Bibliographically approved

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Axelsson, MonicaJakobson, Britt
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