Abstract

In this article we examine a teacher’s and multilingual students’ use of multiple resources and their potential for students’ meaning-making of sound and sound transmission. Students were 14–15 years old, Swedish grade 8, speaking Swedish as a second language. We examine how different strategies and multiple resources interact in creating thematic patterns in a multilingual science classroom. Data comprise 64 hours of video- and audio recordings, digital photos, field-notes, textbooks, worksheets and student notebooks. As analytical tools we use thematic development strategies, control and social interaction strategies as well as strategies of bridging multiple resources. In co-constructing the content using various resources, thematic patterns were developed through a continuous shift between everyday and scientific language due to the teacher’s awareness of the unit’s abstract and technical content. Findings also reveal that a strategy of control performed by the teacher marked the importance of using ‘physics words’. Strategies of social interaction accentuated by earlier experiences as well as personal and humorous connotations expressed in everyday language supported meaning-making. In addition, a number of multiple resources, such as models, gestures, bodily action, drawings, reading and writing were used.

摘要

在本文中，我们研究了教师和多语种学生对多种资源的使用及其在学生进行声音和声音传输的意义方面的潜力。学生年龄14至15岁，瑞典语8年级，说瑞典语作为第二语言。我们研究了在多语言科学课堂中创建主题模式时不同的策略和多种资源如何相互作用。数据包括64小时的视频和音频记录，数码照片，现场笔记，教科书，工作表和学生笔记本。作为分析工具，我们使用主题发展策略，控制和社交互动策略以及桥接多种资源的策略。在使用各种资源共同构建内容时，由于教师对本单元的抽象和技术内容的意识，主题模式是通过在日常语言和科学语言之间不断转换而形成的。研究结果还表明，教师执行的控制策略标志着使用“物理单词”的重要性。较早的经验以及日常语言中表达的个人和幽默内涵突显了社交互动的策略，这有助于意义的形成。此外，还使用了多种资源，例如模型，手势，身体动作，绘图，阅读和书写。较早的经验以及日常语言中表达的个人和幽默内涵突显了社交互动的策略，这有助于意义的形成。此外，还使用了多种资源，例如模型，手势，身体动作，绘图，阅读和书写。较早的经验以及日常语言中表达的个人和幽默内涵突显了社交互动的策略，这有助于意义的形成。此外，还使用了多种资源，例如模型，手势，身体动作，绘图，阅读和书写。