Beyond sentence frames: Scaffolding emergent multilingual students' participation in science discourse

被引:9
作者
Alvarez, Laura [1 ]
Capitelli, Sarah [2 ]
Valdes, Guadalupe [3 ]
机构
[1] Saint Marys Coll Calif, Moraga, CA 94575 USA
[2] Univ San Francisco, Teacher Educ, San Francisco, CA USA
[3] Stanford Univ, Educ, Stanford, CA USA
基金
美国国家科学基金会;
关键词
ENGLISH LEARNERS; ACADEMIC LANGUAGE; COMMUNITY; SUPPORT; YOUTH; TALK;
D O I
10.1002/tesj.720
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
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.
引用
收藏
页数:19
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