‘May I speak Cantonese?’: Co-constructing a scientific proof in an EFL junior secondary science classroom

Mei Yi Angel LIN, Yanming WU

Research output: Contribution to journalArticlespeer-review

75 Citations (Scopus)

Abstract

In this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) need to be allowed to play a significant role. It also shows how translanguaging can be well-coordinated with multimodal practices (using blackboard drawings, gestures) to facilitate students' meaning-making in the inquiry-based teacher–student dialogue. Copyright © 2014 Taylor & Francis.

Original languageEnglish
Pages (from-to)289-305
JournalInternational Journal of Bilingual Education and Bilingualism
Volume18
Issue number3
Early online dateDec 2014
DOIs
Publication statusPublished - 2015

Citation

Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’: Co-constructing a scientific proof in an EFL junior secondary science classroom. International Journal of Bilingual Education and Bilingualism, 18(3), 289-305. https://doi.org/10.1080/13670050.2014.988113

Keywords

  • Content and language integrated learning
  • Conversation analysis
  • Multimodalities
  • Thematic patterns of science
  • Translanguaging

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