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https://repository.isls.org//handle/1/845| Title: | How Do Multilingual Learners Support One Another’s Science Learning and Participation? |
| Authors: | Tuvilla, Mavreen Rose S. Wright, Casey E. Ryu, Minjung Daniel, Shannon M. |
| Issue Date: | Jul-2018 |
| Publisher: | International Society of the Learning Sciences, Inc. [ISLS]. |
| Citation: | Tuvilla, M. R., Wright, C. E., Ryu, M., & Daniel, S. M. (2018). How Do Multilingual Learners Support One Another’s Science Learning and Participation?. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences. |
| Abstract: | As superdiversity becomes the new mainstream in U.S. schools, how multilingual learners support one another’s learning and participation warrants better understanding. We analyzed interactions of four dyads of multilingual Burmese youth in an afterschool science program as they made predictions about region-specific climate changes in the next 100 years. Findings suggest they used multiple languages and various communicative modes to create an equitable learning environment. |
| URI: | https://doi.dx.org/10.22318/cscl2018.1761 https://repository.isls.org//handle/1/845 |
| Appears in Collections: | ICLS 2018 |
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