Multimodal Teacher Input and Science Learning in a Middle School Sheltered Classroom

Autor/in	Zhang, Ying
Titel	Multimodal Teacher Input and Science Learning in a Middle School Sheltered Classroom
Quelle	In: Journal of Research in Science Teaching, 53 (2016) 1, S.7-30 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.21295
Schlagwörter	Middle School Teachers; Middle School Students; Grade 6; Ethnography; English Language Learners; Discourse Analysis; Learning Modalities; Science Instruction; Semiotics; Oral Language; Nonverbal Communication; Visual Aids; Classroom Communication; Second Language Learning; Observation; Interviews; Multimedia Instruction; Qualitative Research; Classroom Observation Techniques + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Ethnografie; Diskursanalyse; Lernumgebung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Semiotik; Oral interpretation; Mündlicher Sprachgebrauch; Non-verbal communication; Nonverbale Kommunikation; Anschauungsmaterial; Klassengespräch; Zweitsprachenerwerb; Beobachtung; Interviewing; Interviewtechnik; Multimediales Lernen; Qualitative Forschung
Abstract	This article reports the results of an ethnographic research about the multimodal science discourse in a sixth-grade sheltered classroom involving English Language Learners (ELLs) only. Drawing from the perspective of multimodality, this study examines how science learning is constructed in science lectures through multiple semiotic resources, including oral language, gestures, and visual products. Specifically, the study asks three research questions: 1. What is the nature of multimodal communication between the teacher and students? 2. How does science learning occur in the classroom from a multimodal perspective? and 3. How does language development occur in the classroom? Data include eight months of classroom observation with video and audio recordings, fieldnotes, formal, and informal interviews with the teacher and students, photographs of textbook pages, students' final products, and teacher products. Results show that the gap between the multimodal representation and communication, as well as the disconnection between teacher discourse and student discourse, provides limited evidence of the students' knowledge reconstruction. The gap between the everyday language and scientific language leads to limited language development. The study expands the current knowledge base about ELLs' multimodal classroom experiences in relating to science learning and language development. The results can be used to help both researchers and educators in the future to examine the multimodal instructional design in terms of its effectiveness for science learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01