Adolescent English Learners' Developing Awareness of Secondary Scientific Writing

• In Event: Language, Literacy, and Disciplinary Practices

Abstract

Aiming to understand ELs’ developing awareness of scientific writing, this ethnographic study investigated (1) how ELs cope with writing demands using linguistic and non-linguistic resources, and (2) how their understanding of science register develops based on writing practices. Using the academic literacies and the register-functional perspectives, 10 refugee-background EL writers were interviewed and major writing tasks in three science courses were analyzed. Findings showed ELs’ struggles and developing capabilities in navigating the complexities of science writing. Deliberate teacher involvement enhanced capabilities. Common writing tasks shaped ELs’ register knowledge, while their linguistic awareness was oriented to disciplinary vocabulary. Based on examples of ELs’ current register awareness and linguistic repertoires, this paper provides important implications for supporting ELs’ scientific writing.

Author

• Ali Yaylali, The University of Arizona