Adolescent English Learners' Successful Socialization Into Science Discourse

• In Event: 66.025 - Meaningful Student Engagement in Scientific Discourse and Practice

Abstract

Studies on science education indicate persistent achievement gaps between native English speakers and English learners. This study sought to understand the “context of situation” of three adolescent ELs who had been successfully socialized into science discourse. Rooted in language socialization theory, the overarching question guiding this study was: How are more successful adolescent ELs socialized into science discourse? This study adopted a multiple-case study method. Sources of data included observations, student and teacher interviews, and researchers’ memos. Results showed that ELs were engaged in multimodal discourse, a set of writing related activities, as well as dialogic teacher- and peer-interactions. Implications for science pedagogy and future research to promote equitable learning opportunities for ELs are discussed.

Authors

• Fang Yu, University at Albany - SUNY

• Kristen C. Wilcox, University at Albany - SUNY