Abstract

It has previously been suggested that there is a need for a more language focused science instruction, especially in linguistically diverse classrooms, where many students are second language learners. But it has also been suggested that teachers may feel uncertainty about how to teach in ways that promote learning of both subject matter and language. Previous studies have revealed how the language of science, especially the written language of science, is used to create a certain meaning. Research on interventions shows how this knowledge, through a functional metalanguage, can be used successfully. However, few studies explore how teachers in science instruction themselves integrate a language focus in their linguistically diverse classrooms. This ethnographic case study investigates how a teacher, through her planned metalanguage activities, integrated language in her physics classrooms in Year 5. The results reveal that (1) the activities focused on the students’ literacy development; (2) the activities sometimes had an integrated language and subject focus and sometimes an isolated language focus; and (3) the students put a great deal of effort into understanding how they were to perform the various framed activities. The study has implications for how a language focus can be integrated in subject teaching.

摘要

以前曾有人建议，需要更多以语言为重点的科学教学，尤其是在语言多样化的课堂中，许多学生都是第二语言学习者。但也有人提出，教师可能对如何以促进主题和语言学习的方式进行教学感到不确定。以前的研究揭示了如何科学的语言，尤其是科学的书面语言，是用来创造某种意义的。对干预的研究表明，如何通过功能性元语言成功地使用这些知识。然而，很少有研究探讨科学教学中的教师如何将语言重点整合到语言多样化的课堂中。这个民族志案例研究调查了一位教师如何通过她计划的元语言活动，在她的五年级物理课堂上整合语言。结果表明：（1）活动侧重于学生的读写能力发展；(2) 活动有时具有综合的语言和主题焦点，有时具有孤立的语言焦点; (3) 学生们付出了很大的努力来理解他们将如何进行各种框架活动。该研究对如何将语言重点融入学科教学具有重要意义。