Assessment of Burmese Refugee Students' Meaning Making of Scientific Informational Texts

Autor/in	Croce, Keri-Anne
Titel	Assessment of Burmese Refugee Students' Meaning Making of Scientific Informational Texts
Quelle	In: Journal of Early Childhood Literacy, 14 (2014) 3, S.389-424 (36 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-7984
DOI	10.1177/1468798413508423
Schlagwörter	Refugees; Sociocultural Patterns; Elementary School Students; Science Education; Information Sources; Interviews; Observation; Culturally Relevant Education; Teaching Methods; Asians; Social Influences; Political Influences; Language Patterns; English (Second Language); Second Language Learning; Socioeconomic Status; Foreign Countries; Semiotics; Scientific Literacy; Qualitative Research; Burma; Maryland + Suchen Sie Ihr Suchwort? Flüchtling; Soziokulturelle Theorie; Naturwissenschaftliche Bildung; Information source; Informationsquelle; Interviewing; Interviewtechnik; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Asian; Asiat; Asiatin; Asiaten; Asiate; Sozialer Einfluss; Political influence; Politischer Einfluss; Sprachmodell; Sprachstruktur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Socio-economic status; Sozioökonomischer Status; Ausland; Semiotik; Qualitative Forschung
Abstract	This two and a half year study examines how non-native English-speaking Burmese refugee students from first to third grades made meaning of scientific informational texts. The study is framed by sociocultural theory and transactional theory. Primary data were drawn from 160 student retellings of scientific informational texts. Secondary data included student interviews and classroom observations. This study contributes to culturally relevant pedagogy by revisiting what it means to read a scientific informational text. It was found that students' understandings of scientific informational texts were informed by the sociopolitical contexts of their lives. The results of the study also suggest that non-native English-speaking students' early language approximations should be valued, as they transact with the language patterns in scientific informational texts. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10