This article traces the interaction of multimodal semiotic resources within and across tasks constituting a science unit on surface tension in an eighth‐grade sheltered science classroom. Two discourses, operating simultaneously, realized differently motivated signs. This article follows the contribution of linguistic and extralinguistic modes that impinged on science and language learning. These semiotic resources differently engaged the identities of the teacher and the focal English learning students. The teacher discourse cued students to read the available modes in a way that awarded them a behavioral identity in the classroom, but not a conceptual one. The English learners recognized and cooperated with the initial focus on behavioral compliance imposed by the teacher discourse while asserting peer identity, but late in the unit the teacher discourse shifted frames to require student enactment of conceptual identity through written language. The teacher discourse foregrounded, or was consistently undergirded by, the conceptual identity that the teacher brought to the classroom and by a set of expectations for a learning trajectory that did not explicitly link key language with students’ investigative activity. In five of six task‐based interactions, the student discourse foregrounded behavioral or peer identity. As a result, the students were able to only partially link their science activity to the concept of surface tension using the language of science.

中文翻译：

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“ Nosotras no Empezamos a Hacer Eso”：庇护科学调查的社会符号学观点

本文追溯了八年级掩蔽式科学教室中构​​成表面张力科学单位的任务内部和任务之间多峰符号资源的相互作用。两种同时进行的话语实现了动机不同的信号。本文介绍了影响科学和语言学习的语言和语言外模式的贡献。这些符号资源以不同的方式吸引了老师和专注于英语学习的学生的身份。老师的话语引导学生阅读可用的模式，这种方式授予他们一种在课堂上的行为身份，而不是一种概念上的行为身份。英语学习者在主张同伴身份的同时，首先认识并配合了教师话语施加的行为依从性，但是在单元的后期，老师的话语改变了框架，要求学生通过书面语言来制定概念性身份。老师的话语是老师带给教室的概念上的身份，或者是对学习轨迹的一系列期望的始终如一地受到或一直被其所理解，而学习轨迹并未将关键语言与学生的调查活动明确地联系在一起。在六种基于任务的交互中，有五种是学生话语突出的行为或同伴身份。结果，学生只能使用科学语言将其科学活动与表面张力的概念部分地联系起来。老师带到教室的概念性身份，以及对学习轨迹的一系列期望，这些轨迹没有将关键语言与学生的调查活动明确联系在一起。在六种基于任务的交互中，有五种是学生话语突出的行为或同伴身份。结果，学生只能使用科学语言将其科学活动与表面张力的概念部分地联系起来。老师带到教室的概念性身份，以及对学习轨迹的一系列期望，这些轨迹没有将关键语言与学生的调查活动明确联系在一起。在六种基于任务的交互中，有五种是学生话语突出的行为或同伴身份。结果，学生只能使用科学语言将其科学活动与表面张力的概念部分地联系起来。