幼儿的译语在开放式科学教学法中涌现

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Christina Siry, Sara E. D. Wilmes, Doriana Sportelli
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引用次数: 0

摘要

以公平为中心的小学教育改革呼吁认识到学生和教师翻译语言的重要性,但这一过程如何在幼儿科学中展开的细微差别是一个未被充分探索的领域。本研究考察了多语种儿童在科学调查中的参与情况,旨在了解开放式教学结构如何支持他们在科学学习中的交流和参与。我们考察了4至6岁儿童的工作,因为他们参加了为期三周的探索蠕虫的单元,并利用翻译理论的观点来解释分析他们在科学中的相互作用。该研究位于卢森堡的多语种国家背景下,研究了这些多语种儿童和他们的老师在各种开放式教学结构中调查蠕虫时的相互作用。卢森堡的学校使用三种语言,但该国小学中约有一半的学生入学时并不精通三种教学语言中的任何一种。因此,教育公平问题在很大程度上与语言有关。使用多模态交互分析对包含视频数据的稳健数据集进行了检查,三个小插曲放大了开放式科学学习空间中儿童的行为、话语和材料,提供了丰富的课堂结构示例,通过学生的代理科学交流支持有意义的跨语言。青少年学生的交流和科学参与是不可分割的,本研究表明,这两者通过翻译语言交织在一起,当儿童能够能动地利用各种资源来制造意义时,这一过程就出现了。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Young children's translanguaging as emergent in and through open-ended science pedagogies

Young children's translanguaging as emergent in and through open-ended science pedagogies

Equity-focused calls for elementary education reform recognize the importance of student and teacher translanguaging, yet nuances of how this process unfolds in early childhood science is an underexplored area. This study examines young plurilingual children's participation in science investigations, with a view toward understanding how open-ended pedagogical structures supported their communication and engagement as related to science learning. We examine the work of 4- to 6-year-olds as they participated in a 3-week unit exploring worms and draw upon translanguaging theoretical perspectives to interpretively analyze their interactions in science. Situated in the multilingual national context of Luxembourg, the study examines the interactions of these plurilingual children and their teacher as they investigated worms in varied open-ended pedagogical structures. Schools are trilingual in Luxembourg, yet approximately half of the students in the country's elementary schools do not come to school with proficiency in any of the three languages of instruction. Issues of equity in schooling are thus heavily bound in languages. The robust dataset incorporating video data were examined using multimodal interaction analysis, and three vignettes zoom in on children's actions, utterances, and materials in open-ended science learning spaces, providing rich examples of classroom structures that support meaningful translanguaging through students' agentic science communication. Young students' communication and science engagement are inseparable, and this study shows that these intertwine through translanguaging, in a process which is emergent when children are able to agentically draw upon diverse resources to make meanings.

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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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