Science teaching and learning are discursive practices, yet analysis of these practices has frequently been grounded in theorizations that place language at the forefront of interaction and meaning-making. Such language-centric analytic approaches risk overlooking key embodied, enacted aspects of students’ engagement in science practices. This manuscript presents a case of a plurilingual student’s participation in science inquiry to demonstrate how multimodal interaction analysis can be used to examine the highly diverse array of communicative resources that she draws upon while participating in science, including gestures, facial expressions, vocal intonations, and languages. Grounded in dialogic theorizations of language, we first detail the multimodal interaction approach, and second, we show how multimodal interaction analysis beginning first with her embodied engagement, then coupled with her subsequent written and spoken engagement, reveals robust views of her engagement in science practices. Key to this methodological approach is multilayered analysis that backgrounds verbal or spoken communication to allow for an identification of embodied interaction resources employed. We emphasize how this analytical method allows us to conceptualize science as a practice that unfolds through and in interaction, as compared to a static body of concepts to be learned.

中文翻译：

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多模态交互分析：检查多语种学生参与科学实践的强大工具

科学教学和学习是话语实践，但对这些实践的分析经常以将语言置于交互和意义创造前沿的理论为基础。这种以语言为中心的分析方法有可能忽视学生参与科学实践的关键体现和制定方面。这份手稿展示了一个多语种学生参与科学探究的案例，以展示如何使用多模态交互分析来检查她在参与科学时所利用的高度多样化的交流资源，包括手势、面部表情、声音语调和语言。基于语言的对话理论，我们首先详细介绍了多模态交互方法，其次，我们展示了多模态交互分析如何首先从她的具体参与开始，然后再加上她随后的书面和口头参与，揭示了她对科学实践参与的有力观点。这种方法论方法的关键是多层次分析，该分析以口头或口头交流为背景，以识别所采用的具体交互资源。我们强调，与要学习的静态概念体相比，这种分析方法如何使我们能够将科学概念化为一种通过互动和互动展开的实践。这种方法论方法的关键是多层次分析，该分析以口头或口头交流为背景，以识别所采用的具体交互资源。我们强调，与要学习的静态概念体相比，这种分析方法如何使我们能够将科学概念化为一种通过互动和互动展开的实践。这种方法论方法的关键是多层次分析，该分析以口头或口头交流为背景，以识别所采用的具体交互资源。我们强调，与要学习的静态概念体相比，这种分析方法如何使我们能够将科学概念化为一种通过互动和互动展开的实践。