科学教育中的语言即实践:语言即工具隐喻的替代方案

IF 1.3 4区 教育学 Q2 CULTURAL STUDIES
Maricela León, Catherine Lemmi, Quentin Sedlacek, Nickolaus Alexander Ortiz, Kimberly Feldman
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引用次数: 0

摘要

这篇评论提出了科学教育中 "语言即实践 "的隐喻,以替代 "语言即工具 "的隐喻。将语言描述为工具,隐含地将语言定位为静态的、不变的,并假定命名的语言是独特的、有边界的实体。与此相反,将语言运用描述为一种实践,则承认说话者可以通过多种先进的方式,利用其语言库中的许多方面,同时经常跨越已命名语言之间的所谓界限。这种方法以翻译语言理论为基础,提供了在教育环境中对语言的动态理解。它设想学生通过利用其完整的语言组合来构建和表达科学知识。通过倡导这种方法,我们旨在促进承认和利用学生不同语言背景的实践,营造包容和有效的学习环境。虽然这种方法已经在语言教育界获得了一定的认可,但我们认为科学教育界还需要更多的考虑。我们还批判了将语言仅仅视为再现预定科学概念和论述的工具的局限性,提出了一种更为广阔的语言方法,可以增加科学感性认识和知识建构的机会。我们敦促科学教育研究者和实践者改变我们在科学课堂上思考和谈论语言的方式,采用 "语言即实践 "的隐喻并付诸行动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Languaging-as-practice in science education: an alternative to metaphors of language-as-tool

This commentary proposes the metaphor of “languaging-as-practice” in science education as an alternative to “language-as-tool” metaphors. Describing language as a tool implicitly positions language as static and unchanging and assumes that named languages are distinct and bounded entities. In contrast, describing languaging as a practice acknowledges the multiple and advanced ways speakers draw on many aspects of their linguistic repertoires while often crossing purported boundaries between named languages. This approach is grounded in translanguaging theory and offers a dynamic understanding of language in educational settings. It envisions students constructing and expressing scientific knowledge by drawing on their complete linguistic repertoires. By advocating for this approach, we aim to promote practices that acknowledge and leverage the diverse linguistic backgrounds of students, fostering inclusive and effective learning environments. While this approach has gained some traction in language-education circles, we believe it needs more consideration in the science education community. We also critique the limitations of viewing language merely as a tool for reproducing predefined scientific concepts and discourses, proposing that a more expansive approach to language can enhance opportunities for scientific sense-making and knowledge construction. We urge science education researchers and practitioners to shift how we think and talk about language in the science classroom to adopt and act upon a metaphor of “languaging-as-practice.”

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来源期刊
CiteScore
3.10
自引率
0.00%
发文量
45
期刊介绍: Cultural Studies of Science Education is a peer reviewed journal that provides an interactive platform for researchers working in the multidisciplinary fields of cultural studies and science education. By taking a cultural approach and paying attention to theories from cultural studies, this new journal reflects the current diversity in the study of science education in a variety of contexts, including schools, museums, zoos, laboratories, parks and gardens, aquariums and community development, maintenance and restoration. This journal focuses on science education as a cultural, cross-age, cross-class, and cross-disciplinary phenomenon; publishes articles that have an explicit and appropriate connection with and immersion in cultural studies; seeks articles that have theory development as an integral aspect of the data presentation; establishes bridges between science education and social studies of science, public understanding of science, science/technology and human values, and science and literacy; builds new communities at the interface of currently distinct discourses; aims to be a catalyst that forges new genres of and for scholarly dissemination; provides an interactive dialogue that includes the editors, members of the review board, and selected international scholars; publishes manuscripts that encompass all forms of scholarly activity; includes research articles, essays, OP-ED, critical, comments, criticisms and letters on emerging issues of significance.
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