Abstract

The Next Generation Science Standards (NGSS) call for students to exhibit an in-depth understanding of scientific inquiry practices, including direct observation, creative design thinking, and argumentation based on evidential learning. To support academic equity for multilingual learners, these new expectations require reconceptualization of science teacher education and classroom instruction, whereby emphasis is placed on incorporating the linguistic and cultural repertoires of learners through multimodal and open-ended learning activities. To support this shift in practices, this paper presents a culturally sustaining systemic functional linguistics (CS SFL) framework for science teachers and multilingual classrooms. CS SFL praxis emphasizes three intersecting areas: language development, knowledge development, and cultural sustenance.

摘要

下一代科学标准（NGSS）要求学生表现出对科学探究实践的深入理解，包括直接观察，创造性设计思维以及基于证据学习的论证。为了支持多语言学习者的学术平等，这些新的期望要求对科学教师的教育和课堂教学进行重新概念化，从而重点在于通过多模式和开放式学习活动，将学习者的语言和文化资源纳入其中。为了支持这种做法的转变，本文为理科教师和多语言教室提供了一种文化上可持续的系统功能语言学（CS SFL）框架。CS SFL实践强调三个交叉领域：语言发展，知识发展和文化寄托。