Climate Exchange for Language and Learning: A Dialogic Approach to Learning Academic and Scientific Language

• In Event: Research in Reading and Literacy SIG: Paper Session 2: Reading and Writing

Abstract

In this paper, we present results from a classroom study of students’ development and use of scientific and academic language within an eight-week program called Climate Exchange for Language and Learning (CELL). CELL is an international, English language program for high school students (n=141) in China, New Zealand, Norway and the United States. This mixed methods study emphasized critical dialogue centered around evidence from seminal scientific studies related to global climate change. Results reveal that participants demonstrated significant movement towards developing a) an independent use of academic and scientific language, and b) a more accurate understanding of and invested interest in learning about science as a process of knowing about our changing world.

Authors

• Diana J. Arya, University of California - Santa Barbara

• Jessica K. Parker, Sonoma State University