Expanding Participation: Supporting Newcomer Students' Language Development through Disciplinary Practices

Autor/inn/en	Alvarez, Laura; De Loney, Marguerite; Capitelli, Sarah; Valdés, Guadalupe; Julia Biernacki, Paulina
Titel	Expanding Participation: Supporting Newcomer Students' Language Development through Disciplinary Practices
Quelle	In: Language and Education, 37 (2023) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (De Loney, Marguerite) ORCID (Julia Biernacki, Paulina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2022.2028825
Schlagwörter	Immigrants; Language Usage; Grade 5; Elementary School Students; Science Instruction; Second Language Learning; Student Participation; Cooperative Learning; Peer Relationship; Learning Processes; Course Content; Bilingualism; English (Second Language); Second Language Instruction; Units of Study; Scaffolding (Teaching Technique); School Districts; Sanitation; Environment; Spanish; Vietnamese; Faculty Development; Coaching (Performance); Student Characteristics; Interaction Process Analysis; English Language Learners; Content and Language Integrated Learning; California + Suchen Sie Ihr Suchwort? Immigrant; Immigrantin; Immigranten; Sprachgebrauch; School year 05; 5. Schuljahr; Schuljahr 05; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Zweitsprachenerwerb; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Kooperatives Lernen; Peer-Beziehungen; Learning process; Lernprozess; Kursprogramm; Bilingualismus; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Lerneinheit; School district; Schulbezirk; Betriebshygiene; Umwelt; Spanisch; Prozessanalyse; CLIL; Lernkonzept; Kalifornien
Abstract	In teaching newcomer students, educators must envision how to provide opportunities for language use and development through age-appropriate content instruction. This article describes a design research study, in which we developed and piloted 5th grade science units and studied the participation of two newcomer students in sense-making interactions with peers. By analyzing their participation over a school year, we provide a vision of newcomers' language development that is integrated with, rather than a prerequisite for, disciplinary work. Newcomers' language development involved expanding the interactional moves they used to participate in scientific sense-making, including moves that might be considered purely 'social', but were essential to collaboratively enacting disciplinary practices. In addition, their positioning in small group interactions impacted affordances for participation and language use. Over time, students shifted their positioning, which coincided with improved participation and collaborative sense-making for newcomers and their peers. We offer implications for how teachers can create integrated classrooms that support newcomers' language development and disciplinary learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01