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- W2595337512 abstract "ABSTRACTReform initiatives around the world are reconceptualising science education by stressing student engagement in science practices. Yet, science practices are language-intensive, requiring students to have strong receptive and productive language proficiencies. It is critical to address these rigorous language demands to ensure equitable learning opportunities for all students, including English language learners (ELLs). Little research has examined how to specifically support ELL students’ engagement in science practices, such as argumentation. Using case-study methodology, we examined one middle school science teacher's instructional strategies as she taught an argumentation-focused curriculum in a self-contained ELL classroom. Findings revealed that three trends characterized the teacher’s language supports for the structural and dialogic components of argumentation: (1) more language supports focused on argument structure, (2) dialogic interactions were most often facilitated by productive langu..." @default.
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- W2595337512 date "2017-03-19" @default.
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- W2595337512 title "‘Does it answer the question or is it French fries?’: an exploration of language supports for scientific argumentation" @default.
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- W2595337512 doi "https://doi.org/10.1080/09500693.2017.1294785" @default.
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