CODE-SWITCHING AS A LINGUISTIC RESOURCE IN THE MULTILINGUAL SCIENCE CLASSROOM

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CODE-SWITCHING AS A LINGUISTIC RESOURCE IN THE MULTILINGUAL SCIENCE CLASSROOM

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Publication Paper in proceeding
Title CODE-SWITCHING AS A LINGUISTIC RESOURCE IN THE MULTILINGUAL SCIENCE CLASSROOM
Author Karlsson, Annika
Editor Lavonen, Jari ; Juuti, Kalle ; Lampiselkä, Jarkko ; Uitto, Anna ; Hahl, Kaisa
Date 2016
English abstract
This study investigates the significance of language in science learning by analyzing students’ authentic use of language in science in a multilingual classroom. The study is ethnographic and describes how student who have newly arrived in a country use translanguaging, that is, different linguistic resources – in the form of code-switching between their first and second language. The translanguaging process develops as a linguistic movement between students’ everyday practical experience of the world and the subjectspecific discourse that students encounter in the context of school science instruction. The switch between languages often occurs within linguistic loops between discourses, which are an important condition to describe and develop new knowledge. The students often express everyday experiences of the world through their first language, but frequently use their second language for more subject-specific words and terms, such as “carbon dioxide” and “oxygen”. This implies that the linguistic loops constitute a movement between both national languages and different discourses. Thus, the students’ discursive mobility (Nygård Larsson, 2011) increases when they have the opportunity to use both their first and second languages in school science instruction. The translanguaging practice (García & Wei, 2014) enables multilingual students to link abstract subject content to their own experiences, which empowers the students to contextualize the subject and creates preconditions for deeper understanding. An important implication of this finding for science education is that it enables multilingual students to use translanguaging as a linguistic resource, and creates translanguaging situations that encourage and enable code-switching, switching between languages, and different modes of expressions in science instruction contexts.
Conference
11th Conference of the European Science Education Research Association (ESERA) (August 31 - September 4, 2015 : Helsinki, Finland)
Link http://www.esera.org/publications/esera-conference... (external link to publication)
Link http://www.esera.org/media/eBook%202015/eBook_Part_12_links.pdf .Icon
Publisher University of Helsinki
Host/Issue Electronic Proceedings of the ESERA 2015 Conference. Science education research: Engaging learners for a sustainable future;12
ISBN 978-951-51-1541-6
Pages 1820-1831
Language eng (iso)
Subject code-switching
discursive mobility
science learning
translanguaging
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/22151 Permalink to this page
Link http://www.esera2015.org/... (external link to related web page)
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