MULTILINGUAL SCIENCE CLASSROOMS

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Publication Paper in proceeding
Title MULTILINGUAL SCIENCE CLASSROOMS
Author Karlsson, Annika
Editor Stuchlíková, Iva ; Rokos, Lukáš ; Petr, Jan
Date 2016
English abstract
The Swedish National Agency for Education (2010) finds that newly arrived students are not often given the opportunity to relate linguistic expressions in their first and second languages to each other, which impedes language development in both languages. Hajer and Meestringa (2014) also note the risk that the teachers at schools where the majority of students have a first language other than Swedish tend to lower their expectations of their students, which leads to the science teaching being adapted to the students’ linguistic abilities in the second language. Subject-specific language in natural science is particularly problematic. However, the later years of research in science education indicate that a linguistic movement between everyday use of language and a more scientific use of language promotes students’ learning in science subjects (Olander, 2010). The question is how to create the same opportunities for newly arrived students, and what happens if these students are able to use both of their language resources in learning.
Conference
Esera Summer School 2016 (August 22-26 2016 : České Budějovice, Czech Republic)
Publisher University of South Bohemia
Host/Issue Esera Summer School 2016: Book of Synopsis
ISBN 978-80-7394-595-4
Pages 112-115
Language eng (iso)
Subject translanguaging
science classroom
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/22152 Permalink to this page
Link http://www.esera.org/esera-summer-school/esera-sum... (external link to related web page)
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