File Download
  Links for fulltext
     (May Require Subscription)
Supplementary

Article: ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom

Title‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom
Authors
Issue Date2015
PublisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp
Citation
International Journal of Bilingual Education and Bilingualism, 2015, v. 18 n. 3, p. 289-305 How to Cite?
AbstractIn this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue.
Persistent Identifierhttp://hdl.handle.net/10722/214647
ISSN
2015 Impact Factor: 1.338
2015 SCImago Journal Rankings: 1.144

 

DC FieldValueLanguage
dc.contributor.authorLin, AMY-
dc.contributor.authorWu, Y-
dc.date.accessioned2015-08-21T11:44:51Z-
dc.date.available2015-08-21T11:44:51Z-
dc.date.issued2015-
dc.identifier.citationInternational Journal of Bilingual Education and Bilingualism, 2015, v. 18 n. 3, p. 289-305-
dc.identifier.issn1367-0050-
dc.identifier.urihttp://hdl.handle.net/10722/214647-
dc.description.abstractIn this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue.-
dc.languageeng-
dc.publisherRoutledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp-
dc.relation.ispartofInternational Journal of Bilingual Education and Bilingualism-
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis Group in International Journal of Bilingual Education and Bilingualism on 13 Dec 2014, available online at: http://www.tandfonline.com/doi/abs/10.1080/13670050.2014.988113-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.title‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom-
dc.typeArticle-
dc.identifier.emailLin, AMY: angellin@hku.hk-
dc.identifier.authorityLin, AMY=rp01355-
dc.description.naturepostprint-
dc.identifier.doi10.1080/13670050.2014.988113-
dc.identifier.hkuros247123-
dc.identifier.volume18-
dc.identifier.issue3-
dc.identifier.spage289-
dc.identifier.epage305-
dc.publisher.placeUnited Kingdom-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats