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- Publisher Website: 10.1080/09500693.2021.1902015
- Scopus: eid_2-s2.0-85104408730
- WOS: WOS:000640098200001
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Article: Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions
Title | Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions |
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Authors | |
Keywords | classroom interaction communities of practice English-medium-instruction peer-group learning science laboratory Translanguaging translanguaging space for content subject learning |
Issue Date | 2021 |
Citation | International Journal of Science Education, 2021, v. 43, n. 7, p. 1112-1139 How to Cite? |
Abstract | This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work. Inductive qualitative discourse analysis was conducted to examine how students’ translanguage in a group completing tasks in two Grade 10 secondary science labs (biology and chemistry) in a Hong Kong EMI secondary school and how such a joint process of knowledge construction promotes the learning of scientific concepts. Using translanguaging as a theoretical framework, the analysis shows that even though schools have imposed an English-only policy, students use their linguistic and semiotic resources to both co-construct their scientific knowledge and practise their science apprenticeship. Translanguaging plays a role in mediating the students’ understanding of science, facilitating peer work and creating an enjoyable learning environment in the lab. The result implies that translanguaging as a pedagogical tool may create a space for content subject learning in Hong Kong EMI school setting. |
Persistent Identifier | http://hdl.handle.net/10722/316581 |
ISSN | 2023 Impact Factor: 2.2 2023 SCImago Journal Rankings: 0.965 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Pun, Jack K.H. | - |
dc.contributor.author | Tai, Kevin W.H. | - |
dc.date.accessioned | 2022-09-14T11:40:48Z | - |
dc.date.available | 2022-09-14T11:40:48Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | International Journal of Science Education, 2021, v. 43, n. 7, p. 1112-1139 | - |
dc.identifier.issn | 0950-0693 | - |
dc.identifier.uri | http://hdl.handle.net/10722/316581 | - |
dc.description.abstract | This study explores how students in a joint process of knowledge construction through the use of multilingual and multimodal resources in groups promotes the learning of scientific concepts in the context of laboratory work. Inductive qualitative discourse analysis was conducted to examine how students’ translanguage in a group completing tasks in two Grade 10 secondary science labs (biology and chemistry) in a Hong Kong EMI secondary school and how such a joint process of knowledge construction promotes the learning of scientific concepts. Using translanguaging as a theoretical framework, the analysis shows that even though schools have imposed an English-only policy, students use their linguistic and semiotic resources to both co-construct their scientific knowledge and practise their science apprenticeship. Translanguaging plays a role in mediating the students’ understanding of science, facilitating peer work and creating an enjoyable learning environment in the lab. The result implies that translanguaging as a pedagogical tool may create a space for content subject learning in Hong Kong EMI school setting. | - |
dc.language | eng | - |
dc.relation.ispartof | International Journal of Science Education | - |
dc.subject | classroom interaction | - |
dc.subject | communities of practice | - |
dc.subject | English-medium-instruction | - |
dc.subject | peer-group learning | - |
dc.subject | science laboratory | - |
dc.subject | Translanguaging | - |
dc.subject | translanguaging space for content subject learning | - |
dc.title | Doing science through translanguaging: a study of translanguaging practices in secondary English as a medium of instruction science laboratory sessions | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/09500693.2021.1902015 | - |
dc.identifier.scopus | eid_2-s2.0-85104408730 | - |
dc.identifier.volume | 43 | - |
dc.identifier.issue | 7 | - |
dc.identifier.spage | 1112 | - |
dc.identifier.epage | 1139 | - |
dc.identifier.eissn | 1464-5289 | - |
dc.identifier.isi | WOS:000640098200001 | - |