Discourses and Ideas: Reflective Decision Making by English Learners in an Elementary Engineering Curriculum

• In Event: 16.059 - Poster Session 2
  In Poster Session: 16.059-2 - Division C Section 1e: Discourse in Elementary School Computer Science and Engineering Education

Abstract

This poster explores the multiple discursive (i.e. both linguistic and semiotic) resources utilized by three Latino/a elementary students participating in an engineering design unit. Data for this case study was collected from an NSF funded exploratory project researching reflective decision making in an engineering curriculum. Discourse analysis of ethnographic data was conducted when the classroom teacher noted increased participation and engagement with English by new ELLs. Data collected during the unit identified productive relationships between linguistic/semiotic resources and idea development as the team of three ELLs (two new to English) engaged with a design challenge. The analysis supports engineering design as an authentic space for the dynamic and productive interaction between everyday language, disciplinary language and multiple semiotic resources.

Authors

• Patricia C. Paugh, University of Massachusetts - Boston

• Kristen Wendell, Tufts University

• Christopher George Wright, The University of Tennessee - Knoxville