Assessment of Burmese refugee students' meaning making of scientific informational texts

被引：7

作者：

Croce, Keri-Anne ^{[1
]}

机构：

[1] Towson Univ, 8000 York Rd, Towson, MD 21252 USA

来源：

JOURNAL OF EARLY CHILDHOOD LITERACY | 2014年 / 14卷 / 03期

关键词：

assessment; genre; social semiotics; English as an additional language ( EA); ethnic minority children;

D O I：

10.1177/1468798413508423

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This two and a half year study examines how non-native English-speaking Burmese refugee students from first to third grades made meaning of scientific informational texts. The study is framed by sociocultural theory and transactional theory. Primary data were drawn from 160 student retellings of scientific informational texts. Secondary data included student interviews and classroom observations. This study contributes to culturally relevant pedagogy by revisiting what it means to read a scientific informational text. It was found that students' understandings of scientific informational texts were informed by the sociopolitical contexts of their lives. The results of the study also suggest that non-native English-speaking students' early language approximations should be valued, as they transact with the language patterns in scientific informational texts.

引用

页码：389 / 424

页数：36

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