Socialising ESL Students into the Discourse of School Science through Academic Writing

Autor/in	Huang, Jingzi
Titel	Socialising ESL Students into the Discourse of School Science through Academic Writing
Quelle	In: Language and Education, 18 (2004) 2, S.97-123 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Socialization; English (Second Language); Academic Discourse; Science Education; Writing (Composition); Case Studies; Secondary Education; Science Instruction; Data Analysis; Conflict + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; English as second language; English; Second Language; Englisch als Zweitsprache; Discourse; Diskurs; Naturwissenschaftliche Bildung; Schreibübung; Case study; Fallstudie; Case Study; Sekundarbereich; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Auswertung; Konflikt
Abstract	This paper takes the view of "language socialization" (Schieffelin & Ochs, 1986) to examine, through a case study of a secondary ESL science class, the instructional process that aims at facilitating the integration of specific science content learning and the construction of a particular kind of written discourse typically found in school science. The main question addressed in the paper is: How do classroom instructional activities for the development of academic writing socialize students into the world of school science in a content-based language program? The discussion focuses on the whole learning process through analyzing the data collected at different learning stages. The analysis on students' socialization into the science discourse reveals how integration of content and language may be explicitly highlighted by teachers for students. Initial conflicts between the students' and target ways of thinking and writing are presented with a description of how conflicts are constantly negotiated through interactions with, through, and about written texts. By focusing on the process instead of one piece of product, the study has managed to go further to examine the role played by classroom instruction in integrating the students' academic content learning and written discourse construction. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10