Abstract

This paper reports on research which has explored essential requirements for pedagogies of hope, including the expansion of teachers’ semiotic knowledge. The study, a professional learning intervention with teachers of young multilingual learners engaged in science inquiry, was informed by Systemic Functional Linguistics (SFL) descriptions of verbal language and image in scientific representations. SFL’s metalanguage provided resources for teachers to support their learners’ academic and reflexive literacies in a number of ways. With academic mentors, the teachers used SFL’s analytical tools to reveal learners’ existing literacy repertoires in relation to the demands of curriculum tasks and to design lesson sequences to infuse support for multiliteracies within science content learning. Analysis of the multimodal texts composed by students provides evidence of the positive impact of culturally sustaining SFL on bi/multilingual learners’ writing, including learners who had previously been challenged to demonstrate their science learning in writing and those who had achieved curriculum expectations. Significantly, teachers’ developing semiotic knowledge allowed them to engage all students in substantive and reflexive conversations of scientific communication.

摘要

本文报道了有关探索希望方法的基本要求的研究报告，包括扩大教师的符号学知识。这项研究是对从事科学探究的年轻多语言学习者的教师进行的专业学习干预，它得到了科学表示形式中语言和图像的系统功能语言学（SFL）描述的启发。SFL的元语言为教师提供了多种资源，以多种方式支持他们的学习者的学术和反身素养。在学术导师的指导下，教师们使用SFL的分析工具来揭示学习者与课程任务要求相关的现有读写能力库，并设计课程序列以在科学内容学习中注入对多种读写能力的支持。对学生撰写的多模式文本的分析提供了文化上可持续的SFL对双语/多语言学习者写作的积极影响的证据，其中包括先前曾受到挑战以书面形式展示其科学学习知识的学习者以及已达到课程期望的学习者。重要的是，教师不断发展的符号学知识使他们能够让所有学生参与科学交流的实质性和反思性对话。