Culturally Sustaining Systemic Functional Linguistics Praxis in Science Classrooms

Autor/inn/en	Harman, Ruth; Buxton, Cory; Cardozo-Gaibisso, Lourdes; Jiang, Lei; Bui, Khanh
Titel	Culturally Sustaining Systemic Functional Linguistics Praxis in Science Classrooms
Quelle	In: Language and Education, 35 (2020) 2, S.106-122 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2020.1782425
Schlagwörter	Science Instruction; Standards; Scientific Research; Equal Education; Multilingualism; Creative Thinking; Design; Science Teachers; Teacher Education; Learning Activities; Culturally Relevant Education; English Language Learners; Teaching Methods; Linguistics; English (Second Language); Second Language Learning; Semantics; Family Programs; Workshops; Bilingual Education; Hispanic American Students; Faculty Development; Middle School Teachers; High School Teachers + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Standard; Mehrsprachigkeit; Multilingualismus; Kreatives Denken; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerausbildung; Lehrerbildung; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Linguistik; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Semantik; Family program; Familienprogramm; Lernwerkstatt; Schulung; Bilingual teaching; Bilingualer Unterricht; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	The Next Generation Science Standards (NGSS) call for students to exhibit an in-depth understanding of scientific inquiry practices, including direct observation, creative design thinking, and argumentation based on evidential learning. To support academic equity for multilingual learners, these new expectations require reconceptualization of science teacher education and classroom instruction, whereby emphasis is placed on incorporating the linguistic and cultural repertoires of learners through multimodal and open-ended learning activities. To support this shift in practices, this paper presents a culturally sustaining systemic functional linguistics (CS SFL) framework for science teachers and multilingual classrooms. CS SFL praxis emphasizes three intersecting areas: language development, knowledge development, and cultural sustenance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01