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‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom.
- Source :
-
International Journal of Bilingual Education & Bilingualism . May2015, Vol. 18 Issue 3, p289-305. 17p. - Publication Year :
- 2015
-
Abstract
- In this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 13670050
- Volume :
- 18
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- International Journal of Bilingual Education & Bilingualism
- Publication Type :
- Academic Journal
- Accession number :
- 101644141
- Full Text :
- https://doi.org/10.1080/13670050.2014.988113