서브메뉴
검색
An Exploration of English Learners' Use of Spanish and English in a High School Physical Science and Language Development Class- [electronic resource]
An Exploration of English Learners' Use of Spanish and English in a High School Physical Science and Language Development Class- [electronic resource]
상세정보
- 자료유형
- 학위논문파일 국외
- 최종처리일시
- 20240214101650
- ISBN
- 9798380391979
- DDC
- 420
- 서명/저자
- An Exploration of English Learners Use of Spanish and English in a High School Physical Science and Language Development Class - [electronic resource]
- 발행사항
- [S.l.]: : University of Minnesota., 2023
- 발행사항
- Ann Arbor : : ProQuest Dissertations & Theses,, 2023
- 형태사항
- 1 online resource(176 p.)
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
- 주기사항
- Advisor: Roehrig, Gillian H.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2023.
- 사용제한주기
- This item must not be sold to any third party vendors.
- 초록/해제
- 요약For high school science teachers working with students who are in the beginning stages of English learning, it can be difficult to engage English learner (EL) students in using language that is accessible to understand complex scientific concepts. Improving EL students' access to science education is an important component of diversifying professional fields related to STEM. Encouraging the use of students' home languages is a generally accepted strategy for science content learning (NASEM, 2017; 2018), but the recommendation as it stands lacks depth for practical implementation.The design for this study was a single, longitudinal, embedded case study which used a single group of individual students as the embedded units of analysis (Yin, 2003), sampled over four data collection points. The case study took place in a Physical Science and Language Development class that covered basic high school chemistry and physics concepts and incorporated language skills central to science and engineering practices. Over 33% of the student body at Taft High School (pseudonym) were considered EL students. The theory of social semiotics was used to frame how students were co-constructing meanings about the science concepts presented in the class.Student language was parsed into utterances and coded for language forms and functions. Emphasis was placed on STEM-specific language related to Explanations, Questions and Reported Speech (reading out loud from a science text). In addition to form and function codes, word counts were used to identify the most common words for each student per class. Results of this study show that student language use changed depending on the nature of the class topic, particularly related to incorporation of mathematical representations of science data. Student roles also shifted across classes as they engaged differently with different tasks. All students were able to utilize Spanish and English to participate in scientific sensemaking, particularly when they had resources such as a textbook and a manipulative object to refer to in their discussion. Implications include a need for more robust materials in students' home languages, fostering partnerships beyond co-teaching relationships, and further research investigating similar science education contexts.
- 일반주제명
- Science education.
- 일반주제명
- Education.
- 일반주제명
- Higher education.
- 키워드
- English learning
- 키워드
- Social semiotics
- 기타저자
- University of Minnesota Education Curriculum and Instruction
- 기본자료저록
- Dissertations Abstracts International. 85-03A.
- 기본자료저록
- Dissertation Abstract International
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008240612s2023 us |||||||||||||||c||eng d■001000016934757
■00520240214101650
■006m o d
■007cr#unu||||||||
■020 ▼a9798380391979
■035 ▼a(MiAaPQ)AAI30634180
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a420
■1001 ▼aRobertson Konz, Rebecca.
■24513▼aAn Exploration of English Learners' Use of Spanish and English in a High School Physical Science and Language Development Class▼h[electronic resource]
■260 ▼a[S.l.]:▼bUniversity of Minnesota. ▼c2023
■260 1▼aAnn Arbor :▼bProQuest Dissertations & Theses, ▼c2023
■300 ▼a1 online resource(176 p.)
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-03, Section: A.
■500 ▼aAdvisor: Roehrig, Gillian H.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2023.
■506 ▼aThis item must not be sold to any third party vendors.
■520 ▼aFor high school science teachers working with students who are in the beginning stages of English learning, it can be difficult to engage English learner (EL) students in using language that is accessible to understand complex scientific concepts. Improving EL students' access to science education is an important component of diversifying professional fields related to STEM. Encouraging the use of students' home languages is a generally accepted strategy for science content learning (NASEM, 2017; 2018), but the recommendation as it stands lacks depth for practical implementation.The design for this study was a single, longitudinal, embedded case study which used a single group of individual students as the embedded units of analysis (Yin, 2003), sampled over four data collection points. The case study took place in a Physical Science and Language Development class that covered basic high school chemistry and physics concepts and incorporated language skills central to science and engineering practices. Over 33% of the student body at Taft High School (pseudonym) were considered EL students. The theory of social semiotics was used to frame how students were co-constructing meanings about the science concepts presented in the class.Student language was parsed into utterances and coded for language forms and functions. Emphasis was placed on STEM-specific language related to Explanations, Questions and Reported Speech (reading out loud from a science text). In addition to form and function codes, word counts were used to identify the most common words for each student per class. Results of this study show that student language use changed depending on the nature of the class topic, particularly related to incorporation of mathematical representations of science data. Student roles also shifted across classes as they engaged differently with different tasks. All students were able to utilize Spanish and English to participate in scientific sensemaking, particularly when they had resources such as a textbook and a manipulative object to refer to in their discussion. Implications include a need for more robust materials in students' home languages, fostering partnerships beyond co-teaching relationships, and further research investigating similar science education contexts.
■590 ▼aSchool code: 0130.
■650 4▼aScience education.
■650 4▼aEnglish as a second language.
■650 4▼aEducation.
■650 4▼aHigher education.
■653 ▼aEnglish learner students
■653 ▼aEnglish learning
■653 ▼aScience content learning
■653 ▼aLanguage development class
■653 ▼aSocial semiotics
■690 ▼a0714
■690 ▼a0441
■690 ▼a0515
■690 ▼a0745
■71020▼aUniversity of Minnesota▼bEducation, Curriculum and Instruction.
■7730 ▼tDissertations Abstracts International▼g85-03A.
■773 ▼tDissertation Abstract International
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2023
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T16934757▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
■980 ▼a202402▼f2024
