Beyond Sentence Frames: Scaffolding Emergent Multilingual Students' Participation in Science Discourse

Autor/inn/en	Alvarez, Laura; Capitelli, Sarah; Valdés, Guadalupe
Titel	Beyond Sentence Frames: Scaffolding Emergent Multilingual Students' Participation in Science Discourse
Quelle	In: TESOL Journal, 14 (2023) 3, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.720
Schlagwörter	Scaffolding (Teaching Technique); Multilingualism; Second Language Learning; Second Language Instruction; Science Instruction; Cooperative Learning; Dialogs (Language); Teaching Methods; Hands on Science; Classroom Communication; Teacher Student Relationship; Writing (Composition); English (Second Language) + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kooperatives Lernen; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibübung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The discipline of science provides rich opportunities for language development as students engage collaboratively to investigate and make sense of compelling phenomena. Drawing from a design research study conducted in fifth grade classrooms, we describe how teachers can support emergent multilingual students' participation in science discourse. Attempts to support emergent multilingual students in content-area discussions often emphasize the use of sentence stems and frames. However, we illustrate how an emphasis on sentence frames can interrupt students' collaborative sense-making when students and teachers focus on language forms and correct written products rather than on the process of dialogic sense-making. To move beyond sentence frames, we use transcripts to illustrate other more generative forms of scaffolding that support emergent multilingual students' participation in science discourse and disciplinary practices. We describe how teachers can ground discussion in hands-on investigations, leverage multiple modalities for meaning making, and engage students in moving bidirectionally between writing and talk. These forms of scaffolding center emergent multilingual students in curricular design, rather than conceptualizing scaffolds as ancillary supports provided to certain students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01