Academic Conversations as Psychological Tool for English Learners' STEM Explanations: Integrating Linguistic Supports With Systemic Functional Linguistics

• In Event: 79.050 - MTCC Roundtable Session 36
  In Roundtable Session: 79.050-10 - Supporting Emergent Bilinguals in STEM

Abstract

In this study, we examined the degree to which elementary ELs appropriate engineering and science discourse as they engage in a language-focused, literacy rich engineering-centered intervention. Oral production of kindergarten to second grade ELs, induced by scaffolded academic conversations, was analyzed over the course of the academic school year. Systemic functional linguistics was used to analyze oral output to determine understanding of the science and engineering discourse. Results show that although students at different grade levels relied on distinct linguistic resources, ELs’ use of linguistic structures to present ideas, challenge, and reason improved over time and approximated engineering and science genres/registers. We show young ELs developed complex understanding when structured linguistic supports are coupled with conversation routines. Implication are discussed.

Authors

• Zenaida Aguirre-Munoz, University of Houston

• Michelle Pantoya, Texas Tech University

• Magdalena Pando, Southern Methodist University