The Roles of Teachers' Science Talk in Revealing Language Demands within Diverse Elementary School Classrooms: A Study of Teaching Heat and Temperature in Singapore

Autor/inn/en	Seah, Lay Hoon; Yore, Larry D.
Titel	The Roles of Teachers' Science Talk in Revealing Language Demands within Diverse Elementary School Classrooms: A Study of Teaching Heat and Temperature in Singapore
Quelle	In: International Journal of Science Education, 39 (2017) 2, S.135-157 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1270477
Schlagwörter	Science Teachers; Science Instruction; Heat; Thermodynamics; Teaching Methods; Language Usage; Grade 4; Communication Strategies; Student Diversity; Language of Instruction; Literacy; Elementary School Students; Elementary School Science; English (Second Language); Video Technology; Coding; Comparative Analysis; Classroom Communication; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hitze; Thermodynamik; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; School year 04; 4. Schuljahr; Schuljahr 04; Kommunikationsstrategie; Teaching language; Unterrichtssprache; Alphabetisierung; Schreib- und Lesefähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Codierung; Programmierung; Klassengespräch; Ausland; Singapur
Abstract	This study of three science teachers' lessons on heat and temperature seeks to characterise classroom talk that highlighted the ways language is used and to examine the nature of the language demands revealed in constructing, negotiating, arguing and communicating science ideas. The transcripts from the entire instructional units for these teachers' four culturally and linguistically diverse Grade 4 classes (10 years old) with English as the language of instruction constitute the data for this investigation. Analysis of these transcripts focused on teachers' talk that made explicit reference to the form or function of the language of science and led to the inductive development of the "Attending to Language Demands in Science" analytical framework. This framework in turn revealed that the major foregrounding purposes of teachers' talk include labelling, explaining, differentiating, selecting and constructing. Further classification of the instances within these categories revealed the extensive and contextualised nature of the language demands. The results challenge the conventional assumption that basic literacy skills dominate over disciplinary literacy skills in primary school science. Potential uses of the analytical framework that could further expand our understanding of the forms, functions and demands of language used in elementary school science are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01