Languascientific Repertoires for Adolescent Newcomer Students: Evidence from a 10th Grade Biology Class in Superdiverse Central Ohio

Autor/inn/en	Seilstad, Brian; Kim, Somin; Braun, Derek
Titel	Languascientific Repertoires for Adolescent Newcomer Students: Evidence from a 10th Grade Biology Class in Superdiverse Central Ohio
Quelle	In: International Multilingual Research Journal, 15 (2021) 2, S.158-177 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seilstad, Brian)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-3152
DOI	10.1080/19313152.2020.1846834
Schlagwörter	Student Diversity; Adolescents; Immigrants; Bilingual Students; Biology; Grade 10; High School Students; Bilingual Education; Language of Instruction; Code Switching (Language); Cultural Influences; English Language Learners; Program Effectiveness; Vocabulary; Teaching Methods; Science Instruction + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Immigrant; Immigrantin; Immigranten; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bilingual teaching; Bilingualer Unterricht; Teaching language; Unterrichtssprache; Cultural influence; Kultureinfluss; Wortschatz; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	Superdiversity is a relevant context for Central Ohio and adolescent newcomer programs. These programs index broader societal debates about bilingual approaches, with research supporting programs that engage and develop students' full linguistic repertoires, a key aspect of translanguaging. The notion of linguistic repertoire is then combined with theories of scientific literacy to propose a new term, languascientific repertoire, with three aspects: individual, social, and multimodal. These are demonstrated using interactional data drawn from a 10th grade Biology class in a Central Ohio newcomer program and a year-end "Bilingual Biomes" project the teacher designed to engage the students' languascientific repertoires. These theories and the empirical evidence reveal the superdiverse elements, challenges, and opportunities for students attending adolescent newcomer programs through engaging translanguaging and other practices to engage and expand the students' full languascientific repertoire. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01