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dc.contributor.authorSuárez, Enrique
dc.contributor.authorOtero, Valerie
dc.identifier.citationSuárez, E. & Otero, V. (2014). Leveraging the Cultural Practices of Science for Making Classroom Discourse Accessible to Emerging Bilingual Students. In Joseph L. Polman, Eleni A. Kyza, D. Kevin O'Neill, Iris Tabak, William R. Penuel, A. Susan Jurow, Kevin O'Connor, Tiffany Lee, and Laura D'Amico (Eds.). Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Volume 2. Colorado, CO: International Society of the Learning Sciences, pp. 800-807.en_US
dc.description.abstractDespite extensive research and national reports that call for students' engagement in scientific practices, these strategies continue to be virtually absent in classrooms throughout the U.S. Thus, the question of how students who are learning English as a second language fare in these environments is virtually unanswered. This study presents results from an investigation on 3rd grade emerging bilingual students' participation in a physics lesson on sound production. We focus on the changes in participation as such changes pertain to scientific practices of argumentation, modeling, and experiential, imaginative, and mechanistic reasoning strategies. Drawing from students' discourse and gestures, conjectures are made about scientific practices being particularly well suited for fostering productive disciplinary engagement for emerging bilingual students.en_US
dc.publisherBoulder, CO: International Society of the Learning Sciencesen_US
dc.titleLeveraging the Cultural Practices of Science for Making Classroom Discourse Accessible to Emerging Bilingual Studentsen_US
dc.typeBook chapteren_US
Appears in Collections:ICLS2014

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