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Modes and meaning in the classroom – The role of different semiotic resources to convey meaning in science classrooms
Stockholm University, Faculty of Humanities, Department of Language Education.
2016 (English)In: Linguistics and Education, ISSN 0898-5898, E-ISSN 1873-1864, Vol. 35, 88-99 p.Article in journal (Refereed) Published
Abstract [en]

This study is framed within social semiotic perspectives on multimodality, and it has a twofold aim. The primary aim is to analyze the ways in which teachers draw on different semiotic resources when introducing a new scientific concept in secondary school science classrooms, and to link the results to modal affordance. A secondary aim is to try out parallel analyses of different modes in multimodal meaning making using the ideational meta-function of the SFL framework. Analyses are based on instructional episodes when chemistry teachers introduced the atom as a scientific phenomenon. The main focus of the analyses is on processes used in different modes and how these depict the atom as either static or dynamic. The framework proved fruitful, and analyses revealed important patterns as to what aspects of the atom were given through what mode(s), something which could partly be linked to modal affordance. The results are discussed in relation to its implications for research and education.

Place, publisher, year, edition, pages
2016. Vol. 35, 88-99 p.
Keyword [en]
Multimodality, Disciplinary literacy, Semiotic affordance, Systemic functional linguistics, Science teaching, Classroom communication
National Category
Didactics Specific Languages
Research subject
Linguistics; Education in Languages and Language Development
URN: urn:nbn:se:su:diva-133441DOI: 10.1016/j.linged.2016.07.005OAI: diva2:959343
Available from: 2016-09-07 Created: 2016-09-07 Last updated: 2016-09-13Bibliographically approved

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Danielsson, Kristina
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