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Article: Appropriation of resources by bilingual students for self-regulated learning of science

TitleAppropriation of resources by bilingual students for self-regulated learning of science
Authors
KeywordsSelf-regulated learning
Bilingual education
Science learning
Activity theory
Sociocultural theory
Issue Date2020
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, 2020, v. 23 n. 5, p. 567-583 How to Cite?
AbstractThis study draws on the activity theory to explore how bilingual first-year secondary school students appropriate resources strategically in response to linguistic challenges in learning science through English in Hong Kong. The study explored 12 bilingual students’ self-regulated strategy use by conducting in-depth interviews, stimulated recalls, observation and analysis of learning materials. Through analyzing these data, we examined how and why they appropriated and used resources strategically for self-regulated learning. The analysis revealed that the participants had used various artefacts (e.g. dictionary) and rules (e.g. evaluation criteria) to negotiate their respective roles (e.g. subject content learners and language learners) in situated communities of learning that consist of subject teachers, classmates, family members, private tutors and friends. Similarities and differences were found between the high achievers and the underachievers with regard to the use of resource-mediated strategies and the underlying reasons. The results inform the development of pedagogical schemes to enhance bilingual students’ self-regulated strategic learning of academic subjects through English.
Persistent Identifierhttp://hdl.handle.net/10722/251823
ISSN
2019 Impact Factor: 2.168
2015 SCImago Journal Rankings: 1.144
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorHu, J-
dc.contributor.authorGao, X-
dc.date.accessioned2018-03-19T07:01:49Z-
dc.date.available2018-03-19T07:01:49Z-
dc.date.issued2020-
dc.identifier.citationInternational Journal of Bilingual Education and Bilingualism, 2020, v. 23 n. 5, p. 567-583-
dc.identifier.issn1367-0050-
dc.identifier.urihttp://hdl.handle.net/10722/251823-
dc.description.abstractThis study draws on the activity theory to explore how bilingual first-year secondary school students appropriate resources strategically in response to linguistic challenges in learning science through English in Hong Kong. The study explored 12 bilingual students’ self-regulated strategy use by conducting in-depth interviews, stimulated recalls, observation and analysis of learning materials. Through analyzing these data, we examined how and why they appropriated and used resources strategically for self-regulated learning. The analysis revealed that the participants had used various artefacts (e.g. dictionary) and rules (e.g. evaluation criteria) to negotiate their respective roles (e.g. subject content learners and language learners) in situated communities of learning that consist of subject teachers, classmates, family members, private tutors and friends. Similarities and differences were found between the high achievers and the underachievers with regard to the use of resource-mediated strategies and the underlying reasons. The results inform the development of pedagogical schemes to enhance bilingual students’ self-regulated strategic learning of academic subjects through English.-
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 04 Oct 2017, available online at: http://www.tandfonline.com/doi/abs/10.1080/13670050.2017.1386615-
dc.subjectSelf-regulated learning-
dc.subjectBilingual education-
dc.subjectScience learning-
dc.subjectActivity theory-
dc.subjectSociocultural theory-
dc.titleAppropriation of resources by bilingual students for self-regulated learning of science-
dc.typeArticle-
dc.identifier.emailHu, J: hujj@hku.hk-
dc.description.naturepostprint-
dc.identifier.doi10.1080/13670050.2017.1386615-
dc.identifier.scopuseid_2-s2.0-85030686051-
dc.identifier.hkuros284427-
dc.identifier.volume23-
dc.identifier.issue5-
dc.identifier.spage567-
dc.identifier.epage583-
dc.identifier.isiWOS:000530997900004-
dc.publisher.placeUnited Kingdom-
dc.identifier.issnl1367-0050-

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