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Making sense of science discourse: A...

Zhang, Ying.

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Making sense of science discourse: A multimodal approach for English learners.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Making sense of science discourse: A multimodal approach for English learners./
Author:	Zhang, Ying.
Description:	290 p.
Notes:	Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
Contained By:	Dissertation Abstracts International74-12A(E).
Subject:	Education, English as a Second Language. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3592107
ISBN:	9781303329708

Making sense of science discourse: A multimodal approach for English learners.
Zhang, Ying.

Making sense of science discourse: A multimodal approach for English learners. - 290 p.

Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.

Thesis (Ph.D.)--Purdue University, 2013.

This study takes theories and perspectives from social semiotics, multimodality, sociocultural developmental perspective, social constructivism in science education, and second language acquisition to examine the science discourse in a sixth grade sheltered classroom. The study aims to answer the following two questions: 1. what is the nature of multimodal communication in the middle school sheltered science classroom? 2. how does science learning as well as literacy development in the classroom occur from a multimodal perspective? Using qualitative research methods, the study shows that the classroom discourse featured limited opportunities for English Learners to express their understanding of science content through multimodal communicative means such as oral language, written language, and visual products. The classroom discourse resulted in limited science learning and language development.

ISBN: 9781303329708Subjects--Topical Terms:

1030294
Education, English as a Second Language.

Making sense of science discourse: A multimodal approach for English learners.
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008 150210s2013 ||||||||||||||||| ||eng d
020 $a 9781303329708
035 $a (MiAaPQ)AAI3592107
035 $a AAI3592107
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100 1 $a Zhang, Ying. $3 1035770
245 1 0 $a Making sense of science discourse: A multimodal approach for English learners.
300 $a 290 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-12(E), Section: A.
500 $a Adviser: Susan Britsch.
502 $a Thesis (Ph.D.)--Purdue University, 2013.
520 $a This study takes theories and perspectives from social semiotics, multimodality, sociocultural developmental perspective, social constructivism in science education, and second language acquisition to examine the science discourse in a sixth grade sheltered classroom. The study aims to answer the following two questions: 1. what is the nature of multimodal communication in the middle school sheltered science classroom? 2. how does science learning as well as literacy development in the classroom occur from a multimodal perspective? Using qualitative research methods, the study shows that the classroom discourse featured limited opportunities for English Learners to express their understanding of science content through multimodal communicative means such as oral language, written language, and visual products. The classroom discourse resulted in limited science learning and language development.
590 $a School code: 0183.
650 4 $a Education, English as a Second Language. $3 1030294
650 4 $a Education, Sciences. $3 1017897
650 4 $a Education, Middle School. $3 1030813
690 $a 0441
690 $a 0714
690 $a 0450
710 2 $a Purdue University. $b Curriculum and Instruction. $3 1019080
773 0 $t Dissertation Abstracts International $g 74-12A(E).
790 $a 0183
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3592107