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- Publisher Website: 10.1080/13670050.2014.988113
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Article: ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom
Title | ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom |
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Authors | |
Keywords | content and language integrated learning conversation analysis multimodalities thematic patterns of science translanguaging |
Issue Date | 2015 |
Publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp |
Citation | International Journal of Bilingual Education and Bilingualism, 2015, v. 18 n. 3, p. 289-305 How to Cite? |
Abstract | In this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue. |
Persistent Identifier | http://hdl.handle.net/10722/214647 |
ISSN | 2023 Impact Factor: 2.5 2023 SCImago Journal Rankings: 1.341 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Lin, AMY | - |
dc.contributor.author | Wu, Y | - |
dc.date.accessioned | 2015-08-21T11:44:51Z | - |
dc.date.available | 2015-08-21T11:44:51Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | International Journal of Bilingual Education and Bilingualism, 2015, v. 18 n. 3, p. 289-305 | - |
dc.identifier.issn | 1367-0050 | - |
dc.identifier.uri | http://hdl.handle.net/10722/214647 | - |
dc.description.abstract | In this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue. | - |
dc.language | eng | - |
dc.publisher | Routledge. The Journal's web site is located at http://www.tandf.co.uk/journals/titles/13670050.asp | - |
dc.relation.ispartof | International Journal of Bilingual Education and Bilingualism | - |
dc.rights | This is an Accepted Manuscript of an article published by Taylor & Francis Group in International Journal of Bilingual Education and Bilingualism on 13 Dec 2014, available online at: http://www.tandfonline.com/doi/abs/10.1080/13670050.2014.988113 | - |
dc.subject | content and language integrated learning | - |
dc.subject | conversation analysis | - |
dc.subject | multimodalities | - |
dc.subject | thematic patterns of science | - |
dc.subject | translanguaging | - |
dc.title | ‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom | - |
dc.type | Article | - |
dc.identifier.email | Lin, AMY: angellin@hku.hk | - |
dc.identifier.authority | Lin, AMY=rp01355 | - |
dc.description.nature | postprint | - |
dc.identifier.doi | 10.1080/13670050.2014.988113 | - |
dc.identifier.scopus | eid_2-s2.0-84925951211 | - |
dc.identifier.hkuros | 247123 | - |
dc.identifier.volume | 18 | - |
dc.identifier.issue | 3 | - |
dc.identifier.spage | 289 | - |
dc.identifier.epage | 305 | - |
dc.identifier.isi | WOS:000351275400003 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 1367-0050 | - |